ABSTRACT

There is a sedimented understanding that developing digital abilities is key for today’s knowledge society. Accordingly, governments have invested vastly in formal education aimed at developing them. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. By means of a post-foundational discourse analysis, six moments central to the political enablement of Chile’s State Technical Formation Centres underwent a synchronic heuristic discourse analysis as understood under relational-ontology. These Centres are part of Chile’s tertiary Technical and Vocational Education and Training system and were created as a means for the State to regain presence within such a system. Findings show unquestioned facts which lead to the articulation of two prominent myths. Added, two salient discourses are articulated to the myth: education is either articulated with statements that would frame education as a right or with development statements. Furthermore, despite these documents articulating today’s world as being driven by information and technological developments, there is no mention, definition or even acknowledgement of digital abilities. Accordingly, the development of these rhetorically articulated indispensable abilities, within these Centres, is left to chance. Findings shed light on how mythification of discourses can lead to hindering consequences.

摘要

人们普遍认为，发展数字能力是当今知识社会的关键。因此，政府在正规教育方面投入了大量资金，旨在培养他们。需要审查推动这项事业的政策和指令。否则，他们的潜在风险会受到阻碍。通过后基础话语分析，智利国家技术形成中心政治支持的六个核心时刻经历了关系本体论下理解的同步启发式话语分析。这些中心是智利高等教育技术和职业教育与培训系统的一部分，创建这些中心是为了让国家在该系统中重新占据一席之地。调查结果显示了无可置疑的事实，这导致了两个突出的神话的表达。添加，这个神话阐明了两个突出的论述：教育要么用将教育界定为一项权利的陈述阐明，要么用发展陈述阐明。此外，尽管这些文件阐明了当今世界是由信息和技术发展驱动的，但没有提及、定义甚至承认数字能力。因此，在这些中心内，这些以修辞方式表达的不可或缺的能力的发展是偶然的。调查结果揭示了话语的神话化如何导致阻碍性后果。没有提及、定义甚至承认数字能力。因此，在这些中心内，这些以修辞方式表达的不可或缺的能力的发展是偶然的。调查结果揭示了话语的神话化如何导致阻碍性后果。没有提及、定义甚至承认数字能力。因此，在这些中心内，这些以修辞方式表达的不可或缺的能力的发展是偶然的。调查结果揭示了话语的神话化如何导致阻碍性后果。