The specialist dilaceration as the way to an education that thinks
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pesquisa e Debate em Educação (Online) |
Texto Completo: | https://periodicos.ufjf.br/index.php/RPDE/article/view/31861 |
Resumo: | In this research we discuss the consequences of the ‘specialist figure’ for education and the teaching in our days. We defined in the introduction the specialist as a phenomenon of the period and traced its dependence on the modern technique, in relation to investigate about the essence of the technic in Heidegger and its disposition at the man. This leads us to the dialogical considerations of the sciences among themselves proposed by Edgar Morin in his complexity theory. From such panorama, under the thought of Peter Sloterdijk we problematize about harmfulness of the identity concept and the submission condition on the (post) modern technique: conditions those that comes conducting the educative practices latterly. Our intention, consequently, is to provoke teachers and students to think the non-rigorous acceptance of positivity which today behave over the teaching and the education. |
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The specialist dilaceration as the way to an education that thinksO dilaceramento do especialista como caminho para uma educação que pensaEnsinoEspecialistaTécnicaIdentidadeTeachingSpecialistTechniqueIdentityIn this research we discuss the consequences of the ‘specialist figure’ for education and the teaching in our days. We defined in the introduction the specialist as a phenomenon of the period and traced its dependence on the modern technique, in relation to investigate about the essence of the technic in Heidegger and its disposition at the man. This leads us to the dialogical considerations of the sciences among themselves proposed by Edgar Morin in his complexity theory. From such panorama, under the thought of Peter Sloterdijk we problematize about harmfulness of the identity concept and the submission condition on the (post) modern technique: conditions those that comes conducting the educative practices latterly. Our intention, consequently, is to provoke teachers and students to think the non-rigorous acceptance of positivity which today behave over the teaching and the education.Nesta pesquisa discutimos as consequências da ‘figura do especialista’ para a educação e o ensino na atualidade. Definimos o especialista como fenômeno de época, traçando sua dependência à técnica moderna, numa relação com a essência da técnica em Martin Heidegger e sua disposição no homem. Tal definição nos leva às considerações dialógicas das ciências entre si propostas por Edgar Morin em sua teoria da complexidade. A partir desse panorama, sob o pensamento de Peter Sloterdijk, problematizamos sobre a prejudicialidade do conceito de identidade e a condição de submissão à técnica (pós) moderna: condições estas que vem regendo as práticas educativas em nossos dias. Nossa intenção, portanto, é provocar professores e estudantes a pensar a aceitação não-rigorosa da positividade que hoje se abate sobre o ensino e a educação.Centro de Políticas Públicas e Avaliação da Educação (CAEd)2020-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/RPDE/article/view/3186110.34019/2237-9444.2020.v10.31861Pesquisa e Debate em Educação; v. 10 n. 2 (2020): Pesquisa e Debate em Educação ; 1300-13122237-94442237-9436reponame:Pesquisa e Debate em Educação (Online)instname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/RPDE/article/view/31861/22043Souza, Carlos Miguel da Silva Santos, Jean Mac Cole Tavaresinfo:eu-repo/semantics/openAccess2021-02-01T03:32:33Zoai:periodicos.ufjf.br:article/31861Revistahttps://periodicos.ufjf.br/index.php/RPDEPUBhttps://periodicos.ufjf.br/index.php/RPDE/oaifrederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.brhttps://doi.org/10.34019/2237-94442237-94442237-9436opendoar:2023-01-12T16:09:31.923619Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)true |
dc.title.none.fl_str_mv |
The specialist dilaceration as the way to an education that thinks O dilaceramento do especialista como caminho para uma educação que pensa |
title |
The specialist dilaceration as the way to an education that thinks |
spellingShingle |
The specialist dilaceration as the way to an education that thinks Souza, Carlos Miguel da Silva Ensino Especialista Técnica Identidade Teaching Specialist Technique Identity |
title_short |
The specialist dilaceration as the way to an education that thinks |
title_full |
The specialist dilaceration as the way to an education that thinks |
title_fullStr |
The specialist dilaceration as the way to an education that thinks |
title_full_unstemmed |
The specialist dilaceration as the way to an education that thinks |
title_sort |
The specialist dilaceration as the way to an education that thinks |
author |
Souza, Carlos Miguel da Silva |
author_facet |
Souza, Carlos Miguel da Silva Santos, Jean Mac Cole Tavares |
author_role |
author |
author2 |
Santos, Jean Mac Cole Tavares |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Carlos Miguel da Silva Santos, Jean Mac Cole Tavares |
dc.subject.por.fl_str_mv |
Ensino Especialista Técnica Identidade Teaching Specialist Technique Identity |
topic |
Ensino Especialista Técnica Identidade Teaching Specialist Technique Identity |
description |
In this research we discuss the consequences of the ‘specialist figure’ for education and the teaching in our days. We defined in the introduction the specialist as a phenomenon of the period and traced its dependence on the modern technique, in relation to investigate about the essence of the technic in Heidegger and its disposition at the man. This leads us to the dialogical considerations of the sciences among themselves proposed by Edgar Morin in his complexity theory. From such panorama, under the thought of Peter Sloterdijk we problematize about harmfulness of the identity concept and the submission condition on the (post) modern technique: conditions those that comes conducting the educative practices latterly. Our intention, consequently, is to provoke teachers and students to think the non-rigorous acceptance of positivity which today behave over the teaching and the education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-31 |
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://periodicos.ufjf.br/index.php/RPDE/article/view/31861 10.34019/2237-9444.2020.v10.31861 |
url |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31861 |
identifier_str_mv |
10.34019/2237-9444.2020.v10.31861 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31861/22043 |
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 |
Centro de Políticas Públicas e Avaliação da Educação (CAEd) |
publisher.none.fl_str_mv |
Centro de Políticas Públicas e Avaliação da Educação (CAEd) |
dc.source.none.fl_str_mv |
Pesquisa e Debate em Educação; v. 10 n. 2 (2020): Pesquisa e Debate em Educação ; 1300-1312 2237-9444 2237-9436 reponame:Pesquisa e Debate em Educação (Online) instname:Universidade Federal de Juiz de Fora (UFJF) instacron:UFJF |
instname_str |
Universidade Federal de Juiz de Fora (UFJF) |
instacron_str |
UFJF |
institution |
UFJF |
reponame_str |
Pesquisa e Debate em Educação (Online) |
collection |
Pesquisa e Debate em Educação (Online) |
repository.name.fl_str_mv |
Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF) |
repository.mail.fl_str_mv |
frederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.br |
_version_ |
1797054123450826752 |