Educação e justiça no cenário da pós-modernidade

• Autor(a) principal: Oliveira, Anderson Ignácio
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10158
• topic: Education; Justice; Postmodernity; Educação; Justiça; Pós-modernidade; Sociologia educacional; Igualdade na educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The question addressed in this dissertation aims to understand what has to be a fair education in the context of post modernity. The justice in education only became an issue to be considered from the seventies of the twentieth century, when research indicated that education reproduces inequality. Thinkers like Carlos Estêvão Portuguese and French François Dubet pioneered the attempt to produce conceptions of fair education. Estêvão has a fair education as that linked to the values of democratic public philosophy centered on the principles of freedom and equality. As for Dubet , he reaches the conclusion that the principles for fair school (Dubet, 2008) are as follows : positive discrimination , ensuring school minimum utility of diplomas , school inequalities cannot produce social inequalities and the school must treat the vanquished . Before the post- modern setting, another referral is necessary , since postmodernity is characterized by the end of great narratives (Lyotard) and the destruction of the foundations (Vattimo) . With it, it is no longer possible, modeling or human standardization. The great ideals, purpose and motives were lost , leaving only the social atoms . Given this scenario, the first step toward a postmodern fair education, is the establishment of the right to speak, the faithful expression of our freedom. Postmodernist, have heightened our sensitivity to differences, and enhanced our ability to the sublime. Maybe then we will have a sublime life, which is the realization of our right to dream .