The specialist dilaceration as the way to an education that thinks

Detalhes bibliográficos
Autor(a) principal: Souza, Carlos Miguel da Silva
Data de Publicação: 2020
Outros Autores: Santos, Jean Mac Cole Tavares
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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spelling 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
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