Igualdade é uma palavra que o sonho humano alimenta: Rancière e a crítica aos discursos pedagógicos contemporâneos
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Autores
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-22
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
60
jan./dez.
46
60
jan./dez.
Coleções
Resumo
Em O Espírito da Leis, Montesquieu atribui à educação – e, em particular, à sua forma escolar – a tarefa de difundir e cultivar o amor à igualdade, por ele concebido como a virtude política por excelência e como o princípio afetivo que sustenta o regime republicano como modo de vida. O desafio que sua obra lança aos educadores – o de viabilizar uma educação comprometida com o amor à igualdade – mobiliza os discursos educacionais republicanos que, desde então, procuraram conceber meios de efetivar o princípio da igualdade no âmbito das instituições educativas. O presente artigo analisa diferentes formas pelas quais os discursos educacionais se propuseram a operacionalizar esse princípio no plano das relações educativas. Partimos da análise da escola pública como esforço de efetivação do princípio liberal da igualdade de oportunidades e apresentamos, a seguir, as críticas a ela endereçadas pelas teorias reprodutivistas e pelas correntes pedagógicas autoproclamadas histórico-críticas. Em um terceiro momento, buscamos articular as críticas de Jacques Rancière a ambas as correntes, apresentando uma perspectiva na qual o compromisso com a igualdade não é concebido como um objetivo da ação educativa a ser alcançado no futuro, mas como um axioma capaz de produzir efeitos igualitários em suas ações presentes.
In The Spirit of the Laws, Montesquieu attributes to education - and, in particular, to school form - the task of spreading and cultivating the love for equality, conceived as the political virtue par excellence and as the principle that supports the republican regime as a way of life. The challenge that his work poses to educators - that of an education system committed to making equality viable - mobilizes republican educational discourses which, since then, have tried to devise ways to implement the principle of equality within educational institutions. This article analyzes different ways by which educational discourses have proposed to operationalize this principle in terms of educational relationships. We start from the analysis of the public school as an effort to implement the liberal principle of equal opportunities, followed by the criticisms addressed to it by the reproductive theories and by the historical-critical pedagogical movement. In a third moment, we seek to articulate Rancière’s criticisms to both currents, as he presents a perspective in which the commitment to equality is not conceived as an objective of the educational action to be reached in the future, but as an axiom capable of producing egalitarian effects in present actions.
In The Spirit of the Laws, Montesquieu attributes to education - and, in particular, to school form - the task of spreading and cultivating the love for equality, conceived as the political virtue par excellence and as the principle that supports the republican regime as a way of life. The challenge that his work poses to educators - that of an education system committed to making equality viable - mobilizes republican educational discourses which, since then, have tried to devise ways to implement the principle of equality within educational institutions. This article analyzes different ways by which educational discourses have proposed to operationalize this principle in terms of educational relationships. We start from the analysis of the public school as an effort to implement the liberal principle of equal opportunities, followed by the criticisms addressed to it by the reproductive theories and by the historical-critical pedagogical movement. In a third moment, we seek to articulate Rancière’s criticisms to both currents, as he presents a perspective in which the commitment to equality is not conceived as an objective of the educational action to be reached in the future, but as an axiom capable of producing egalitarian effects in present actions.
Descrição
Palavras-chave
Filosofia da educação, Igualdade, Jacques Rancière, Philosophy of education, Equality, Jacques Rancière
Citação
CARVALHO, José Sérgio Fonseca de. Igualdade é uma palavra que o sonho humano alimenta: Rancière e a crítica aos discursos pedagógicos contemporâneos. Educação (UFSM), Santa Maria, RS, v. 46, n. 60, p. 1-22, jan/dez. 2021. https://doi.org/10.5902/1984644445306. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/45306. Acesso em: 2022-07-20