Sobre el 'Manifiesto por una pedagogía post-crítica': problemas de traducción a otras tradiciones

There are multiple ways in which translation can be understood. One of them has to do with what is said and how it is said in different languages. Nonetheless, as a philosophical problem translation can be perceived in different ways with numerous implications, binding language with the ways of thinking, ways of acting, among others. From this perspective, we would try to expand the problem already identified by the authors of the Manifesto: Can it be universalized? The Manifesto seeks to expose through five principles a way in which we can approach to education. In that sense, this article tries to question a possible universal aim from a specific context in which has been thought and written, a specific tradition, and the possibility to extend it to other traditions or other realms of education.The Manifesto is an important document since it shows the tensions around different problems stated by the authors as being taken into account from the Anglophone/Analytical Philosophy of Education. Nonetheless, it will be shown, using the tradition of philosophy in Spanish speaking communities as an example, a problem within itself, if there could be a limit to the Manifesto proposal. The authors of the Manifesto state clearly a much broader dialogue. This might be rethought from other logics and perspectives not taken into account, just as philosophy in Spanish speaking contexts and its implications for understanding educational phenomena.