Michel Foucault, arqueólogo de las ideas. La Metódica y la Formación

In this article we propose a kind of epistemological game, a tentative note, ludic, of the Foucault’s archeological method to trace its possible consequences on the innovations of the educative instances. The ludic sense of our work depends on the imaginative reality. Imagination, in fact, is a presupposition of the transformation. The objective is to propose how the formative work of teachers and students, that irreverent work of derangement of the discourses in which the author indicates us which ways exist to make a work of art out of life. Due to the fact that we consider that the French philosopher´s individuated methodology is a normative epistemology, we will look for imagining the consequences which said ideas excavation have over the scientific investigation, not only on its historial side, but above all on its pedagogical side, or better, the formation epistemology. Certainly, Focault never manifested formative implications. The educative reflexion is, for us, one concrete epistemology of formation; this is our starting point. The theoretical horizon of reference is hermeneutic and postulates, both in education and knowledge, the elaboration of orientation instruments and critical understanding to transform it.