Multiculturalidade, educação e diversidade: os elementos constitutivos das comunidades do oeste de Santa Catarina / Multiculturalism, education and diversity: the constituent elements of the communities of western Santa Catarina
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Tipo
Artigo
Classficação
Nível teórico
Data
2014
ORCID
Título do Períodico
Roteiro
ISSN
2177-6059
Página(s)/e-location
87-104
Idioma(s)
pt
Fonte
Fonte
Joaçaba
39
Especial
39
Especial
Coleções
Resumo
A sociedade pós-moderna, com sua crescente complexidade, promove transformações nas escolhas, na forma de viver, se relacionar e amar. Estabelece novas relações decorrentes da sociedade de informação, da crise da identidade do sujeito e da expansão dos processos globalizantes. O mundo passa a se aglutinar por meio dos avanços tecnológicos, da homogeneização da cultura baseada no consumo de massa e dos processos de verticalização. Assim, a “deriva” humana ganha vulto com o processo de esfacelamento dos pressupostos éticos, morais e identitários. Os laços tornam-se virtuais, vazios de contato humano e ansiosos por preenchimentos afetivos, inconclusos e sem amparo. A esse momento histórico, pensadores, como Bauman (1997), Morin (2005), Lyotard (2006), Giddens (1991) e Anderson (1999) denominaram Pós-modernidade. E, nesse turbilhão, as práticas econômicas, sociais, religiosas e educacionais ganham nova subjetivação. O objetivo deste artigo é apresentar as características do modelo tradicional de comunidade implantado no Oeste Catarinense a partir do século XX por migrantes de descendência europeia. A comunhão, a unidade e a copertinência foram elementos precisamente constitutivos das comunidades. O desmanche do antigo significado da comunidade veio com a globalização, com a informática e a emancipação dos fluxos de informação e comunicação. Especificamente, na educação concentram-se os maiores desafios: a escola está preparada para acolher gerações de alunos educados sem o Outro e com ausência de significações? Enfim, o processo globalizante impacta no respeito à diversidade sociocultural, étnico-racial, etária e geracional, de gênero e orientação afetivo-sexual.
The post-modern society with its growing complexity promotes changes in choices, in way of living, relations and loving. It establishes new relationships result-ing from the information society, the subject identity crisis and the expansion of glo-balizing processes. The world is going to agglutinate through technological advances, homogenization of culture, based on mass consumption and the processes of vertical-ization. Therefore, human “drift” gains major with the process of disintegration of the moral and ethical assumptions and identity. The bonds become virtual, void of human contact and eager for affective fills, unfinished and without protection. For this his-torical moment, thinkers like Bauman (1997), Morin (2005), Lyotard (2006), Giddens (1991) and Anderson (1999) termed Postmodernism. And in this maelstrom, the eco-nomic, social, religious and educational practices gain new subjectivity. The objec-tive of this paper is to present the characteristics of the traditional community model deployed in of Western of Santa Catarina from the twentieth century by migrants of European descent. The fellowship, unity and co-relevance were precisely constituent elements of communities. The dismantling of the old meaning of the community came with globalization, with the computer and the emancipation of information flows and communication. Specifically in education concentrate the major challenges: is the school prepared to welcome generations of students educated without the Other and with the absence of meanings? Anyway, the globalizing process impacts on respect for socio-cultural diversity, ethnic-racial, age and generational, gender and affective-sexual orientation
The post-modern society with its growing complexity promotes changes in choices, in way of living, relations and loving. It establishes new relationships result-ing from the information society, the subject identity crisis and the expansion of glo-balizing processes. The world is going to agglutinate through technological advances, homogenization of culture, based on mass consumption and the processes of vertical-ization. Therefore, human “drift” gains major with the process of disintegration of the moral and ethical assumptions and identity. The bonds become virtual, void of human contact and eager for affective fills, unfinished and without protection. For this his-torical moment, thinkers like Bauman (1997), Morin (2005), Lyotard (2006), Giddens (1991) and Anderson (1999) termed Postmodernism. And in this maelstrom, the eco-nomic, social, religious and educational practices gain new subjectivity. The objec-tive of this paper is to present the characteristics of the traditional community model deployed in of Western of Santa Catarina from the twentieth century by migrants of European descent. The fellowship, unity and co-relevance were precisely constituent elements of communities. The dismantling of the old meaning of the community came with globalization, with the computer and the emancipation of information flows and communication. Specifically in education concentrate the major challenges: is the school prepared to welcome generations of students educated without the Other and with the absence of meanings? Anyway, the globalizing process impacts on respect for socio-cultural diversity, ethnic-racial, age and generational, gender and affective-sexual orientation
Descrição
Palavras-chave
Comunidade, Processos globalizantes, Homogeneização, Significações, Community, Globalizing processes, Homogenization, Meanings
Citação
EIDT, Paulino; SILVA JUNIOR, Edinaldo Enoque. Multiculturalidade, educação e diversidade: os elementos constitutivos das comunidades do oeste de Santa Catarina / Multiculturalism, education and diversity: the constituent elements of the communities of western Santa Catarina. Roteiro, Joaçaba, v. 39, n. Especial, p. 87-104. 2014. Disponível em: https://portalperiodicos.unoesc.edu.br/roteiro/article/view/6355. Acesso em: 2022-03-22