Modernidade, Educação e Alteridade : Adorno, cogitações sobre um outro discurso pedagogico
AUTOR(ES)
Nelson Palanca
DATA DE PUBLICAÇÃO
2005
RESUMO
One of the main features of the present times is that we find, in different fields of knowledge, intellectuals carrying out a critical examination of modern society. The present work is no exception, in as much as it is imbued with the intention of extending such examination to one of the main institutions of this society: the education. Bearing this in mind, in the first chapter we try to explicate some of the aspects of what is now called the crisis of modernity, making use of the analyses brought about by some thinkers ?- with special emphasis on those of the first generation of the Frankfurt School ? who advocate the necessity of dialectically overcoming traditional theory, of connotation, fundamentally, related to the Enlightenment. In the second chapter, we turned our attention back to the pedagogic sphere, observing that, as it also happened in other areas of the human knowledge in the modernity, the pedagogy triede to reconstruct its identity by adopting fundaments of modernity, thus being characterized as "science of education". In this condition, it distanced itself from philosophy axis and tried to extend to the (formal) educational process the system-like workings and the rationality typical of scientific sphere. Delineated like this, integrated itself into modern consumer societies, inside which education started to be perceived as an enterprise endowed with an utilitarian and functional character, which, in our point of view, does not dignify human condition. In view of this scenario, in the third chapter, our work emphasizes the critique of the Frankfurt School thinkers Adorno and Horkheimer (especially the former) of traditional philosophy, which, based as it is on the principle of identity, subsumes the nonidentical, overshadowing it. In this context, we highlighted that the kernel of his formulations, Adorno opens the way, through negative dialectics, for the nonidentical, the other, to escape being obfuscated by that which constrains it and, at the same time, we tried to show that transposing this perspective into the realm of (formal) education may create conditions for us to think of another pedagogical discourse, a counter-discourse against the currently prevailing one. Na ?other pedagogic speech? by means of which nonidentity (the other, the alterity) may be salvaged, which contemporary pedagogic discourse excludes
ASSUNTO(S)
alteridade modernidade filosofia educação teoria critica
