Encoding and decoding in pedagogical significance.

Democracy as a social deduction

Abstract

In this essay, a reflective proposal is developed that is based on pedagogical foundations and linguistic-cultural dynamics. They follow what Russell and Wittgenstein propose concerning the words coding, decoding, and language in the pedagogical context. The reflection is based on the discrimination of phenomena that can be traced back to the interpretation of dialogic dynamics and through issues of fragmentation of language. Without any pretence of exhaustiveness and in agreement with what Hall expressed, we note the need to discern the formal linguistic structures that attempt to stem the democratic process. Therefore, interpretations of ‘noise’ are used concerning the social context and the dimensions of the problem. The intent is to open the door and propose a critical orientation for understanding the hegemonic perspective in a context characterized by ‘inequality’.