Cartographic analysis of high school education through the pathways of difference

Abstract

documents, pointing to its standardization and homogenization, without the concern of promoting an education that contemplates difference, according to Deleuze's philosophical perspectives. With this in mind, initial lines of discussion are drawn up on the concept of the New High School and on the philosophy of difference, seeking to deepen our understanding of these concepts. Next, the research methodology is presented, which falls within the cartographic field, addressing creation in the research movement and relying on post-structuralist/post-critical perspectives. The research reflects on aspects strongly linked to education, with emphasis on the standardization present in official documents, whose homogeneity ends up excluding the singularities of individuals. Finally, considerations are made about the political character that guides education, showing that it has been driven by cultural and social norms, which calls for a more in-depth debate so that an education based on difference can be established, respecting the singularities and subjectivities of each student.