Ethics, justice and education from the perspective of alterity
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
Texto Completo: | https://publicacoes.fcc.org.br/cp/article/view/4687 |
Resumo: | In order to corroborate and justify alterity as an ethical principle, this article follows the theoretical matrix of Amartya Sen, regarding the multicultural theory and of Emmanuel Levinas, concerning the theory of alterity. First, it approaches the principle of alterity via the concept of justice in its origin based on the criteria of incomparability, dynamic identity and third party. Second, it argues that the concretization of justice occurs from the senses of proximity and responsibility, as a principle and characteristic of the initial interpersonal relationship. In the conclusion, the article discusses some directions and challenges that the principle of alterity represents for education, emphasizing ethical formation, sensitivity, reasonableness and fecundity. |
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Ethics, justice and education from the perspective of alterityÉtica, justicia y educación bajo el enfoque de la alteridadÉthique, justice et éducation du point de vue de l’altéritéÉtica, justiça e educação sob o enfoque da alteridadeÉducationEthiqueAltéritéMulticulturalismeEducaciónÉticaAlteridadMulticulturalismoEducationEthicsAlterity MulticulturalismEducaçãoÉticaAlteridadeMulticulturalismoEducaçãoIn order to corroborate and justify alterity as an ethical principle, this article follows the theoretical matrix of Amartya Sen, regarding the multicultural theory and of Emmanuel Levinas, concerning the theory of alterity. First, it approaches the principle of alterity via the concept of justice in its origin based on the criteria of incomparability, dynamic identity and third party. Second, it argues that the concretization of justice occurs from the senses of proximity and responsibility, as a principle and characteristic of the initial interpersonal relationship. In the conclusion, the article discusses some directions and challenges that the principle of alterity represents for education, emphasizing ethical formation, sensitivity, reasonableness and fecundity. Con el objetivo de fundamentar y justificar la alteridad como principio ético, este texto se filia a la matriz teórica de Amartya Sen, a partir de la teoria multicultural, y de Emmanuel Levinas, con la teoría de la alteridad. En primer lugar se aborda el principio alteridad, por medio del concepto de justicia con su origen en los criterios de incomparabilidad, identidad dinámica y tercero incluido. En segundo lugar, se defiende que la efectividad de la justicia ocurre a partir de los sentidos de proximidad y responsabilidad, puestos como principio y característica de la relación interpersonal inicial. Al finalizar el artículo, se puntualizan algunos sentidos y desafíos que el principio alteridad representa para la educación, destacando la formación ética, la sensibilidad, la razonabilidad y la fecundidad. Afin d´étayer et de justifier l’altérité comme principe éthique, ce texte adhere à la matrice théorique d’Amartya Sen, en ce qui concerne la théorie multiculturelle, et à celle d’Emmanuel Levinas, pour ce qui est de la théorie de l’altérité. Dans un premier temps le principe d’altérité sera abordé par le biais de la notion de Justice et de son origine dans les critères d’incomparabilité, d’identité dynamique et de tiers inclus. Ensuite, on soutiendra que l’exécution de la justice se fait à partir du sens de proximité et de celui de responsabilité, en tant que principe et caractéristique du rapport interpersonnel. Finalement, seront signalés certaines significations et certains défis que le principe d’altérité représente pour l’éducation, principalement la formation éthique, la sensibilité, la raison et la fécondité. Com o objetivo de fundamentar e justificar a alteridade como princípio ético, este texto filia-se à matriz teórica de Amartya Sen, a partir da teoria multicultural, e de Emmanuel Levinas, com a teoria da alteridade. Primeiramente é abordado o princípio alteridade, por meio do conceito de justiça em sua origem nos critérios de incomparabilidade, identidade dinâmica e terceiro incluído. Em segundo lugar, defende-se que a efetivação da justiça ocorre a partir dos sensos de proximidade e responsabilidade, postos como princípio e característica da relação interpessoal inicial. Finalizando o artigo, são pontuados alguns sentidos e desafios que o princípio alteridade representa para a educação, destacando a formação ética, a sensibilidade, a razoabilidade e a fecundidade.Fundação Carlos Chagas2018-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/4687Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 204-224Cadernos de Pesquisa; Vol. 48 Núm. 167: jan./mar.2018; 204-224Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 204-224Cadernos de Pesquisa; v. 48 n. 167: jan./mar.2018; 204-2241980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/4687/pdfCopyright (c) 2018 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFarinon, Mauricio João2022-12-02T13:13:49Zoai:ojs.publicacoes.fcc.org.br:article/4687Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-02T13:13:49Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false |
dc.title.none.fl_str_mv |
Ethics, justice and education from the perspective of alterity Ética, justicia y educación bajo el enfoque de la alteridad Éthique, justice et éducation du point de vue de l’altérité Ética, justiça e educação sob o enfoque da alteridade |
title |
Ethics, justice and education from the perspective of alterity |
spellingShingle |
Ethics, justice and education from the perspective of alterity Farinon, Mauricio João Éducation Ethique Altérité Multiculturalisme Educación Ética Alteridad Multiculturalismo Education Ethics Alterity Multiculturalism Educação Ética Alteridade Multiculturalismo Educação |
title_short |
Ethics, justice and education from the perspective of alterity |
title_full |
Ethics, justice and education from the perspective of alterity |
title_fullStr |
Ethics, justice and education from the perspective of alterity |
title_full_unstemmed |
Ethics, justice and education from the perspective of alterity |
title_sort |
Ethics, justice and education from the perspective of alterity |
author |
Farinon, Mauricio João |
author_facet |
Farinon, Mauricio João |
author_role |
author |
dc.contributor.author.fl_str_mv |
Farinon, Mauricio João |
dc.subject.por.fl_str_mv |
Éducation Ethique Altérité Multiculturalisme Educación Ética Alteridad Multiculturalismo Education Ethics Alterity Multiculturalism Educação Ética Alteridade Multiculturalismo Educação |
topic |
Éducation Ethique Altérité Multiculturalisme Educación Ética Alteridad Multiculturalismo Education Ethics Alterity Multiculturalism Educação Ética Alteridade Multiculturalismo Educação |
description |
In order to corroborate and justify alterity as an ethical principle, this article follows the theoretical matrix of Amartya Sen, regarding the multicultural theory and of Emmanuel Levinas, concerning the theory of alterity. First, it approaches the principle of alterity via the concept of justice in its origin based on the criteria of incomparability, dynamic identity and third party. Second, it argues that the concretization of justice occurs from the senses of proximity and responsibility, as a principle and characteristic of the initial interpersonal relationship. In the conclusion, the article discusses some directions and challenges that the principle of alterity represents for education, emphasizing ethical formation, sensitivity, reasonableness and fecundity. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-03-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://publicacoes.fcc.org.br/cp/article/view/4687 |
url |
https://publicacoes.fcc.org.br/cp/article/view/4687 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://publicacoes.fcc.org.br/cp/article/view/4687/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Fundação Carlos Chagas |
publisher.none.fl_str_mv |
Fundação Carlos Chagas |
dc.source.none.fl_str_mv |
Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 204-224 Cadernos de Pesquisa; Vol. 48 Núm. 167: jan./mar.2018; 204-224 Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 204-224 Cadernos de Pesquisa; v. 48 n. 167: jan./mar.2018; 204-224 1980-5314 0100-1574 reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online) instname:Fundação Carlos Chagas (FCC) instacron:FCC |
instname_str |
Fundação Carlos Chagas (FCC) |
instacron_str |
FCC |
institution |
FCC |
reponame_str |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
collection |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
repository.name.fl_str_mv |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC) |
repository.mail.fl_str_mv |
cadpesq@fcc.org.br||cadpesq@fcc.org.br |
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1795330315916410880 |