the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity

Detalhes bibliográficos
Autor(a) principal: freitas, alexandre simão
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Childhood & Philosophy (Rio de Janeiro. Online)
Texto Completo: https://www.e-publicacoes.uerj.br/childhood/article/view/22922
Resumo: This essay discusses the formative processes while antropotechnic processes. The expectation is to contribute for the debate about the meanings inherent in speeches that promote and disseminate multiple devices for inclusion of differences. The central argument defends that the abandonment of reflection on the notion of plasticity has deprived the philosophy of education to think the exposure processes of lives that do not allow themselves to double the existing normative codes, hiding a possible becomingdeficient's own pedagogy. The becoming-deficient pedagogy goes through expressive manifestations of the life forms that explode and are made disaster. Plasticity is configured so as a condition of possibility and as a threat to domesticating humanism. Following the reflections of Peter Sloterdijk and Catherine Malabou, plasticity is thought of as an indication that all human life is an unavoidable accident, and disability only a limit on biopolitics attempts to reconstruct an ideal or totalizing model of the human. Disabled people can save some disturbing lessons about our pedagogical maxims. The becoming-deficient pedagogy points an ethical-political will to think about human development beyond the notion of perfectibility, jeopardizing one of the esoteric secrets of Western pedagogical reflection.
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spelling the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticityo devir-deficiente da pedagogia: notas para uma antropologia filosófico-educacional da plasticidadeel devenir-discapacitado de la pedagogia: observaciones sobre la antropología-filosófica-educativa de la plasticidaddevir-deficienteplasticidadeantropotécnicasformação humanaThis essay discusses the formative processes while antropotechnic processes. The expectation is to contribute for the debate about the meanings inherent in speeches that promote and disseminate multiple devices for inclusion of differences. The central argument defends that the abandonment of reflection on the notion of plasticity has deprived the philosophy of education to think the exposure processes of lives that do not allow themselves to double the existing normative codes, hiding a possible becomingdeficient's own pedagogy. The becoming-deficient pedagogy goes through expressive manifestations of the life forms that explode and are made disaster. Plasticity is configured so as a condition of possibility and as a threat to domesticating humanism. Following the reflections of Peter Sloterdijk and Catherine Malabou, plasticity is thought of as an indication that all human life is an unavoidable accident, and disability only a limit on biopolitics attempts to reconstruct an ideal or totalizing model of the human. Disabled people can save some disturbing lessons about our pedagogical maxims. The becoming-deficient pedagogy points an ethical-political will to think about human development beyond the notion of perfectibility, jeopardizing one of the esoteric secrets of Western pedagogical reflection.Esse ensaio problematiza os processos formativos enquanto processos antropotécnicos, almejando contribuir com o debate acerca dos sentidos imanentes aos discursos que visam promover e difundir múltiplos aparatos para inclusão das diferenças. O argumento central defende que o abandono da reflexão em torno da noção de plasticidade tem privado a filosofia da educação de pensar os processos de exposição das vidas que não se deixam dobrar aos códigos normativos vigentes, ocultando um possível devir-deficiente da própria pedagogia. O devir-deficiente da pedagogia passa pelas manifestações expressivas das formas que explodem e que se fazem catástrofe. A plasticidade configura-se então como condição de possibilidade e como uma ameaça aos humanismos domesticadores. Seguindo as reflexões de Peter Sloterdijk e Catherine Malabou, a plasticidade é pensada como um indicativo de que toda vida humana se constitui como um acidente incontornável, sendo a deficiência apenas um limite nas tentativas biopolíticas de reconstituir um modelo ideal ou totalizante do humano. Assim, os deficientes podem guardar algumas lições inquietantes acerca de nossas máximas pedagógicas, apontando uma disposição ético-política para pensar a formação humana para além da noção de perfectibilidade. Dessa ótica, o devir-deficiente da pedagogia pode colocar em questão os arcanos quase esotéricos da reflexão pedagógica ocidental.Este ensayo analiza no solo los procesos formativos, sino los procesos antropotécnicos. Por tanto, se espera que contribuya al debate sobre el sentido inmanente de los discursos de promoción y difusión de múltiples dispositivos para la inclusión de las diferencias. El argumento central sostiene que el abandono de la reflexión sobre la noción de plasticidad ha privado a la filosofía contemporánea de la educación de pensar que los procesos de exposición de vidas que no se dejan vencer por los códigos normativos existentes, ocultando un posible devenir-discapacitado de la propia pedagogía. El devenirdiscapacitado de la pedagogía pasa por las manifestaciones expresivas de las formas que estallan y se hacen pedazos. La plasticidad se configura como una condición de posibilidad y como una amenaza para los humanismos domesticadores. Siguiendo las reflexiones de Peter Sloterdijk y Catherine Malabou, se cree que la plasticidad ofrece una indicación de que toda vida humana es un accidente inevitable, y la discapacidad un límite de la biopolítica que trata de reconstruir un modelo ideal de lo humano. Las personas con discapacidad pueden guardar algunas lecciones inquietantes sobre nuestras directrices pedagógicas. La deficiencia señala una voluntad ético-político para pensar en el desarrollo humano más allá de la noción de perfectibilidad, poniendo en peligro uno de los secretos esotéricos de la reflexión pedagógica occidental.Universidade do Estado do Rio de Janeiro2016-08-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/2292210.12957/childphilo.2016.22922childhood & philosophy; Vol. 12 Núm. 24 (2016): mayo/ago.; 231-260childhood & philosophy; v. 12 n. 24 (2016): maio/ago.; 231-260childhood & philosophy; Vol. 12 No. 24 (2016): may./aug.; 231-2601984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJporhttps://www.e-publicacoes.uerj.br/childhood/article/view/22922/18060freitas, alexandre simãoinfo:eu-repo/semantics/openAccess2017-02-18T17:21:59Zoai:ojs.www.e-publicacoes.uerj.br:article/22922Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2017-02-18T17:21:59Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.none.fl_str_mv the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
o devir-deficiente da pedagogia: notas para uma antropologia filosófico-educacional da plasticidade
el devenir-discapacitado de la pedagogia: observaciones sobre la antropología-filosófica-educativa de la plasticidad
title the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
spellingShingle the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
freitas, alexandre simão
devir-deficiente
plasticidade
antropotécnicas
formação humana
title_short the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
title_full the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
title_fullStr the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
title_full_unstemmed the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
title_sort the becoming-deficient pedagogy: notes for anthropology philosophicaleducational of plasticity
author freitas, alexandre simão
author_facet freitas, alexandre simão
author_role author
dc.contributor.author.fl_str_mv freitas, alexandre simão
dc.subject.por.fl_str_mv devir-deficiente
plasticidade
antropotécnicas
formação humana
topic devir-deficiente
plasticidade
antropotécnicas
formação humana
description This essay discusses the formative processes while antropotechnic processes. The expectation is to contribute for the debate about the meanings inherent in speeches that promote and disseminate multiple devices for inclusion of differences. The central argument defends that the abandonment of reflection on the notion of plasticity has deprived the philosophy of education to think the exposure processes of lives that do not allow themselves to double the existing normative codes, hiding a possible becomingdeficient's own pedagogy. The becoming-deficient pedagogy goes through expressive manifestations of the life forms that explode and are made disaster. Plasticity is configured so as a condition of possibility and as a threat to domesticating humanism. Following the reflections of Peter Sloterdijk and Catherine Malabou, plasticity is thought of as an indication that all human life is an unavoidable accident, and disability only a limit on biopolitics attempts to reconstruct an ideal or totalizing model of the human. Disabled people can save some disturbing lessons about our pedagogical maxims. The becoming-deficient pedagogy points an ethical-political will to think about human development beyond the notion of perfectibility, jeopardizing one of the esoteric secrets of Western pedagogical reflection.
publishDate 2016
dc.date.none.fl_str_mv 2016-08-06
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://www.e-publicacoes.uerj.br/childhood/article/view/22922
10.12957/childphilo.2016.22922
url https://www.e-publicacoes.uerj.br/childhood/article/view/22922
identifier_str_mv 10.12957/childphilo.2016.22922
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/22922/18060
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
dc.source.none.fl_str_mv childhood & philosophy; Vol. 12 Núm. 24 (2016): mayo/ago.; 231-260
childhood & philosophy; v. 12 n. 24 (2016): maio/ago.; 231-260
childhood & philosophy; Vol. 12 No. 24 (2016): may./aug.; 231-260
1984-5987
reponame:Childhood & Philosophy (Rio de Janeiro. Online)
instname:Universidade do Estado do Rio de Janeiro (UERJ)
instacron:UERJ
instname_str Universidade do Estado do Rio de Janeiro (UERJ)
instacron_str UERJ
institution UERJ
reponame_str Childhood & Philosophy (Rio de Janeiro. Online)
collection Childhood & Philosophy (Rio de Janeiro. Online)
repository.name.fl_str_mv Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)
repository.mail.fl_str_mv wokohan@gmail.com || wokohan@gmail.com
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