Curricular taxonomies and critical pedagogies

Abstract

Taxonomies have built silent hegemony by marking the sequence, order, and hierarchy of learning, standardizing pedagogical work. These has been the sign of depedagogization in the last fifty years, a dynamic associated with the old regime of reproduction and control by biopower. Educational objectives taxonomies constitute an ideological framework that conceives the mind as a machine and learning as programming. The paradox is that these taxonomies build hegemony at the sunset of the biopolitical regime and the emergence of the new regime of reproduction of data and content that the capitalist world system implants as result of the acceleration of scientific-technological innovation and the transition to the fourth industrial revolution. In this article, we will also review recent taxonomic developments due to the importance they are taking on for design of interfaces in educational platforms, not only from the technology industry but also in prototypes funded by national states. The taxonomies were useful for the capitalist world system in education during the first industrial revolution. By now, taxonomies are not only a problem for emancipatory education but even for the new model of capitalism of the fourth industrial revolution. Far from disappearing interest in the taxonomic issue, there is a resurgence of searches because computer programmers require a sequential route for their programming and interfaces. This article, and other complementary efforts from critical pedagogies, seeks to contribute to unleashing an epistemic big bang in this field.