Contra la gamificación. Una interpretación de la escuela donde el conocimiento es lo que verdaderamente importa

Abstract

This article intends to stand as a defense of the classical interpretation of education where its substantial core would consist of an education of reason in the face of (still) new pedagogical fashions that blur this center, introduce ideologies alien to the formation of the person and which is exemplified here through the so-called “gamification”. To defend this thesis, it will be argued that a traditional interpretation of the school presents it as the place where young learners are imbued with the knowledge of the truth, that this progressive immersion in knowledge causes them to acquire the form of the truth that is being known and that to this task can be reduced (neither more nor less) the noble figure of educators even today.