Autonomy, recognition and education

Detalhes bibliográficos
Autor(a) principal: Cenci, Angelo Vitório
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/6723
Resumo: This paper addresses Honneth’s concept of autonomy from two dimensions of his work, distinct, though inseparable. The first one is suggested through the subject’s positive practical self-relation linked to the patterns of reciprocal recognition of love, right and social esteem; the second is formulated as non-centered autonomy opposed to the present-day criticism of the modern autonomous subject encompassing three levels, namely: the capacity of linguistic articulation, the narrative coherence of life and the complementation of being guided by principles with some criteria of moral sensitivity to the context. We defend the position that, by metaphysically anchoring the concept of autonomy onto the intersubjective assumptions of his/her theory of the subject, and exploring it linked to the subject’s positive practical self-relation and to a non-centered meaning, Honneth has managed to renew it, which allows drawing important consequences of such effort to the field of education.   Keywords: Autonomy. Recognition. Education.
id UEPG-26_a76af464d72a5e7b0f67180492997080
oai_identifier_str oai:uepg.br:article/6723
network_acronym_str UEPG-26
network_name_str Práxis Educativa (Online)
repository_id_str
spelling Autonomy, recognition and educationAutonomía, reconocimiento y educaciónAutonomia, reconhecimento e educaçãoThis paper addresses Honneth’s concept of autonomy from two dimensions of his work, distinct, though inseparable. The first one is suggested through the subject’s positive practical self-relation linked to the patterns of reciprocal recognition of love, right and social esteem; the second is formulated as non-centered autonomy opposed to the present-day criticism of the modern autonomous subject encompassing three levels, namely: the capacity of linguistic articulation, the narrative coherence of life and the complementation of being guided by principles with some criteria of moral sensitivity to the context. We defend the position that, by metaphysically anchoring the concept of autonomy onto the intersubjective assumptions of his/her theory of the subject, and exploring it linked to the subject’s positive practical self-relation and to a non-centered meaning, Honneth has managed to renew it, which allows drawing important consequences of such effort to the field of education.   Keywords: Autonomy. Recognition. Education.El artículo presenta como tema el concepto de autonomía en Honneth desde dos dimensiones de su obra, distintas, pero inseparables. La primera es sugerida por la autorelación práctica positiva del sujeto asociada a las normas de reconocimiento recíproco del amor, del derecho y de la estima social; la segunda es formulada como autonomía descentrada en contrapunto a la crítica contemporánea al sujeto autónomo moderno y comprende tres niveles, a saber: el de la capacidad de articulación lingüística, el de la coherencia narrativa de vida y el de la complementación de la orientación por principios con criterio de sensibilidad moral al contexto. Defendemos la posición que, al apoyar pos-metafísicamente el concepto de autonomía en los supuestos intersubjetivos de su teoría del sujeto, y al explorarlo en relación a la autorelación práctica positiva del sujeto y a un sentido descentrado, Honneth consigue renovarlo, lo que permite extraer consecuencias importantes de este esfuerzo para el campo de la educación.    Palabras-clave: Autonomía. Reconocimiento. Educación. O presente artigo tematiza o conceito de autonomia em Honneth a partir de duas dimensões de sua obra, distintas, mas inseparáveis. A primeira é sugerida por meio da autorrelação prática positiva do sujeito vinculada aos padrões de reconhecimento recíproco do amor, do direito e da estima social; a segunda é formulada como autonomia descentrada em contraponto à crítica contemporânea ao sujeito autônomo moderno e engloba três níveis, a saber: o da capacidade de articulação linguística, o da coerência narrativa de vida e o da complementação da orientação por princípios com um critério de sensibilidade moral ao contexto. Defende-se a posição de que, ao ancorar pós-metafisicamente o conceito de autonomia nos pressupostos intersubjetivos de sua teoria do sujeito e explorá-lo vinculado à autorrelação prática positiva do sujeito e a um sentido descentrado, Honneth consegue renová-lo, o que permite extrair consequências importantes deste esforço para o campo da educação.   Palavras-chave: Autonomia. Reconhecimento. Educação.Universidade Estadual de Ponta Grossa2015-03-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/672310.5212/PraxEduc.v.10i1.0011Práxis Educativa; Vol. 10 No. 1 (2015); 253-274Práxis Educativa; Vol. 10 Núm. 1 (2015); 253-274Práxis Educativa; V. 10 N. 1 (2015); 253-274Práxis Educativa; v. 10 n. 1 (2015); 253-2741809-43091809-403110.5212/PraxEduc.v.10i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/6723/4512Copyright (c) 2015 Práxis Educativainfo:eu-repo/semantics/openAccessCenci, Angelo Vitório2020-04-06T17:01:06Zoai:uepg.br:article/6723Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T17:01:06Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Autonomy, recognition and education
Autonomía, reconocimiento y educación
Autonomia, reconhecimento e educação
title Autonomy, recognition and education
spellingShingle Autonomy, recognition and education
Cenci, Angelo Vitório
title_short Autonomy, recognition and education
title_full Autonomy, recognition and education
title_fullStr Autonomy, recognition and education
title_full_unstemmed Autonomy, recognition and education
title_sort Autonomy, recognition and education
author Cenci, Angelo Vitório
author_facet Cenci, Angelo Vitório
author_role author
dc.contributor.author.fl_str_mv Cenci, Angelo Vitório
description This paper addresses Honneth’s concept of autonomy from two dimensions of his work, distinct, though inseparable. The first one is suggested through the subject’s positive practical self-relation linked to the patterns of reciprocal recognition of love, right and social esteem; the second is formulated as non-centered autonomy opposed to the present-day criticism of the modern autonomous subject encompassing three levels, namely: the capacity of linguistic articulation, the narrative coherence of life and the complementation of being guided by principles with some criteria of moral sensitivity to the context. We defend the position that, by metaphysically anchoring the concept of autonomy onto the intersubjective assumptions of his/her theory of the subject, and exploring it linked to the subject’s positive practical self-relation and to a non-centered meaning, Honneth has managed to renew it, which allows drawing important consequences of such effort to the field of education.   Keywords: Autonomy. Recognition. Education.
publishDate 2015
dc.date.none.fl_str_mv 2015-03-19
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://revistas.uepg.br/index.php/praxiseducativa/article/view/6723
10.5212/PraxEduc.v.10i1.0011
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/6723
identifier_str_mv 10.5212/PraxEduc.v.10i1.0011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/6723/4512
dc.rights.driver.fl_str_mv Copyright (c) 2015 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 10 No. 1 (2015); 253-274
Práxis Educativa; Vol. 10 Núm. 1 (2015); 253-274
Práxis Educativa; V. 10 N. 1 (2015); 253-274
Práxis Educativa; v. 10 n. 1 (2015); 253-274
1809-4309
1809-4031
10.5212/PraxEduc.v.10i1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
_version_ 1799317610687365120

Registros relacionados