Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/cpedagogiasocial.2012.1956 |
Resumo: | Social Pedagogy is based on the quality of socio-educational intervention, which seeks to raise the self-structuring action of those participating, not only as agents of the answer, but primarily as agents ready to propose. Th is is the basis on which we present three notes, three very important additional comments. First of all we cling to neuroethics, from Adela Cortina (2011). She presents neuroethics to ascertain the extent to which we predispose diff erent parts of the brain’s relation to autonomy, justice and happiness. From birth, humans go through a great deal of progress in their constant interaction with the environment and other human beings, cultivating not only the relationship with the ones near by, but also a relationship with those farther away, even with the unknown. Th e second point refers to the contribution of slow education, from accredited authors such as Honoré (2005) and Francesh (2011). These authors alert to the existence of the so called fast education and open horizons toward slow education. This, points to the reality of a speeding society and speeding education. Th ey propose we change towards a slower education that doesn’t just skip over steps allowing for enough time (kairos) so that the contents can be assimilated. The third and last note deals with ubuntu as a philosophy that exists in many countries in Africa that focuses on the relationship of people with each other. It's humanity towards others, interconnecting us all. We could defi ne ubuntu as: I can only be all that I am, if I do everything that I can so that others can be all that they can be. Th ese three comments are meant to positively dye society with citizenship and solidarity using a pedagogical tone. |
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Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntuSocial Pedagogy is based on the quality of socio-educational intervention, which seeks to raise the self-structuring action of those participating, not only as agents of the answer, but primarily as agents ready to propose. Th is is the basis on which we present three notes, three very important additional comments. First of all we cling to neuroethics, from Adela Cortina (2011). She presents neuroethics to ascertain the extent to which we predispose diff erent parts of the brain’s relation to autonomy, justice and happiness. From birth, humans go through a great deal of progress in their constant interaction with the environment and other human beings, cultivating not only the relationship with the ones near by, but also a relationship with those farther away, even with the unknown. Th e second point refers to the contribution of slow education, from accredited authors such as Honoré (2005) and Francesh (2011). These authors alert to the existence of the so called fast education and open horizons toward slow education. This, points to the reality of a speeding society and speeding education. Th ey propose we change towards a slower education that doesn’t just skip over steps allowing for enough time (kairos) so that the contents can be assimilated. The third and last note deals with ubuntu as a philosophy that exists in many countries in Africa that focuses on the relationship of people with each other. It's humanity towards others, interconnecting us all. We could defi ne ubuntu as: I can only be all that I am, if I do everything that I can so that others can be all that they can be. Th ese three comments are meant to positively dye society with citizenship and solidarity using a pedagogical tone.A Pedagogia Social assenta na qualidade de intervenção socioeducativa, a qual procura suscitar a ação autoestruturante nos participantes, não só como agentes da resposta, mas fundamentalmente como agentes de propostas. É para esta base que apresentamos três apontamentos, três achegas importantes. Antes de mais agarrámo-nos à neuroética, a partir de Adela Cortina (2011). Ela apresenta a neuroética para averiguar em que medida as bases cerebrais predispõem a atuar, na relação com a autonomia, a justiça e a felicidade. A partir do nascimento, o ser humano tem uma grande margem de progressão na interação constante com o meio e com os demais seres humanos, cultivando não só a relação com os próximos, mas uma relação com os afastados, com os desconhecidos. O segundo ponto refere-se ao contributo da educação vagarosa, a partir de autores credenciados tais como Honoré (2005) e Francesh (2011). Estes autores alertam para fast education existente e abrem horizontes para uma slow education. Assim, apontam para a realidade de uma sociedade e de uma educação hoje em excesso de velocidade. Apresentam uma urgente proposta de uma educação vagarosa que não ultrapasse etapas e em que haja tempo e momentos sufi cientes (kairos) para que os conteúdos sejam assimilados. O terceiro apontamento circunscreve-se ao ubuntu como uma filosofia que existe em vários países de África que se centra no relacionamento das pessoas umas com as outras. É a humanidade para com os outros, colocando-os todos em interconetividade. Poderíamos definir o ubuntu da seguinte maneira: só posso ser tudo aquilo que sou se fizer tudo para que todos possam ser tudo aquilo que são. Estas três achegas querem atingir positivamente a cidadania e a solidariedade da humanidade, em tons pedagógicos.Universidade Católica Portuguesa2012-01-01T00:00:00Zjournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34632/cpedagogiasocial.2012.1956oai:ojs.revistas.ucp.pt:article/1956Cadernos de Pedagogia Social; n. 4 (2012); 197-2191646-728010.34632/cpedagogiasocial.2012.n4reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/cpedagogiasocial/article/view/1956https://doi.org/10.34632/cpedagogiasocial.2012.1956https://revistas.ucp.pt/index.php/cpedagogiasocial/article/view/1956/1879Direitos de Autor (c) 2012 Adérito Gomes Barbosahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBarbosa, Adérito Gomes2022-09-20T11:11:48Zoai:ojs.revistas.ucp.pt:article/1956Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:49:18.432790Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
title |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
spellingShingle |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu Barbosa, Adérito Gomes |
title_short |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
title_full |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
title_fullStr |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
title_full_unstemmed |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
title_sort |
Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu |
author |
Barbosa, Adérito Gomes |
author_facet |
Barbosa, Adérito Gomes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Barbosa, Adérito Gomes |
description |
Social Pedagogy is based on the quality of socio-educational intervention, which seeks to raise the self-structuring action of those participating, not only as agents of the answer, but primarily as agents ready to propose. Th is is the basis on which we present three notes, three very important additional comments. First of all we cling to neuroethics, from Adela Cortina (2011). She presents neuroethics to ascertain the extent to which we predispose diff erent parts of the brain’s relation to autonomy, justice and happiness. From birth, humans go through a great deal of progress in their constant interaction with the environment and other human beings, cultivating not only the relationship with the ones near by, but also a relationship with those farther away, even with the unknown. Th e second point refers to the contribution of slow education, from accredited authors such as Honoré (2005) and Francesh (2011). These authors alert to the existence of the so called fast education and open horizons toward slow education. This, points to the reality of a speeding society and speeding education. Th ey propose we change towards a slower education that doesn’t just skip over steps allowing for enough time (kairos) so that the contents can be assimilated. The third and last note deals with ubuntu as a philosophy that exists in many countries in Africa that focuses on the relationship of people with each other. It's humanity towards others, interconnecting us all. We could defi ne ubuntu as: I can only be all that I am, if I do everything that I can so that others can be all that they can be. Th ese three comments are meant to positively dye society with citizenship and solidarity using a pedagogical tone. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-01-01T00:00:00Z |
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journal article info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/cpedagogiasocial.2012.1956 oai:ojs.revistas.ucp.pt:article/1956 |
url |
https://doi.org/10.34632/cpedagogiasocial.2012.1956 |
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oai:ojs.revistas.ucp.pt:article/1956 |
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por |
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https://revistas.ucp.pt/index.php/cpedagogiasocial/article/view/1956 https://doi.org/10.34632/cpedagogiasocial.2012.1956 https://revistas.ucp.pt/index.php/cpedagogiasocial/article/view/1956/1879 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2012 Adérito Gomes Barbosa http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Direitos de Autor (c) 2012 Adérito Gomes Barbosa http://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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Universidade Católica Portuguesa |
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Universidade Católica Portuguesa |
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Cadernos de Pedagogia Social; n. 4 (2012); 197-219 1646-7280 10.34632/cpedagogiasocial.2012.n4 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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