Las otras caras de la enseñanza del inglés: Una perspectiva crítico-genealógica
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
espanolDefender la educacion publica pasa por cuestionar la paranoia anglofilica que nos invade. La lengua inglesa, junto a la informatica o la economia, son fetiches sociales y educativos; autenticos caballos de Troya del pensamiento neoliberal hegemonico y de las politicas educativas que estamos padeciendo. Detras hay todo un proceso civilizatorio -en palabras de C. Laval y P. Dardot-, del que la escuela es un eslabon relevante. En este articulo, se razona en contra de este consenso arrollador y de quienes lo alientan con mayor o menor grado de papanatismo y conocimiento de causa, esgrimiendo argumentos que ofenden a la razon critica -por ejemplo, eso de que se trata de un instrumento inofensivo o una herramienta imprescindible para tener exito en el mercado laboral-. Una lengua es muchisimo mas que un vehiculo de comunicacion entre humanos (algo que, de por si, ya es mucho). Es un vehiculo de ideologias, de cultura, de maneras de reconocerse, es identidad, son valores..., utilizar o adquirir una lengua, es utilizar o adquirir una forma de estar, pensar e interpretar la realidad y el mundo que a uno le rodea. La expansion del ingles en los sistemas educativos europeos tras la Segunda Guerra Mundial -En Espana partir de los anos setenta- no es casual, ni natural, ni irremediable. Forma parte de una premeditada, calculada y muy bien organizada estrategia de colonizacion e imperialismo cultural angloamericana que arranca a partir de la firma de la Carta del Atlantico entre Churchill y Roosevelt en 1941. En Espana fue el tratado bilateral con los EEUU de 1953 el que abrio la espita a este proceso de colonizacion cultural. Para terminar, se defiende la necesidad de impugnar y resistir a las politicas de generalizacion de los programas de bilinguismo escolar -predominantemente en lengua inglesa-, que, ademas de ser un colosal engano para la sociedad y una aberracion pedagogica, constituyen un eficaz instrumento de segregacion y distincion del alumnado y, por tanto, un dispositivo mas de privatizacion endogena del sistema educativo. EnglishDefending public education has to do with questioning the anglophilic paranoia that invades us. English language, computers and economics, are social and educational fetishes. They are Trojan horses of hegemonic neoliberal thought and the educational policies that we are suffering. Behind them there is a whole civilizing process -as C. Laval and P. Dardot day- in which the school is an important link. In this paper, we reason against this overwhelming consensus and against those who encourage it using arguments that offend critical reason -for example, that it is an instrument Harmless or an essential tool to e succesful in the labor market-. A language is much more thant a vehicle for communication between human beeings. Using or acquiring a language is to use or acquire a way of being, thinking and interpreting reality and also the world that surround us. The expansion of English language into European education systems after World War II -in Spain since the 1970s- it was not something accidental or natural. It was part of a calculated and very well organized strategy of Anglo-American cultural colonization that started with the signing of the Atlantic Charter between Churchill and Roosevelt in 1941. In Spain the bilateral treaty with the US of 1953 opened the process of cultural colonization. Finally, it is defended the need to challenge and resist the policies of generalization of school bilingualism programs -predominantly in English language-, which, besides being a colossal deception for society and a pedagogical aberration, constitutes an effective instrument of segregation and, therefore, another device of endogenous privatization of the educational system.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it