Didadicts and the classroom experiences from a post-structuralist point ofview

Abstract

From a post-structuralist point of view, this papper discuss the ditferences between
the two moderns paradigms in which the modem pedagogic discourses are framed -
the "technicism" and the criticism. This is done in order to show what they have in
common and as a contrast in relation to the new educational possibilities of the poststructuralism. Taking for granted the discursive "character" of reality, the post-structuralist criticism puts itselfund