Human development and the meaning of life: which pedagogies?

• Autor(a) principal: Canavieira, Fabiana Oliveira
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/78992

The global pandemic of COVID19, which began in Brazil in March 2020, led us to witness the finitude of human life in a drastic way. Social inequality escalated and revealed that some people have more rights to life than others.  For some people, the lockdown and social distancing for over three months brought several new questioning, beyond personal issues and issues regarding their own existence, but also issues concerning our future as species; the causes which brought us to this crisis context, and the demand for “Ideas to postpone the end of the world” (KRENAK, 2019) became even more urgent. It is in this scenery that this essay takes place, giving voice to the restlessness that keeps our minds alert to the world around us. It is an attempt to establish intercessions between different views on human development and on how those operate when it comes to the meaning of life. In order to do so, Arendt Philosophy comes to place on natality categories and love of the world. This essay fundamentally operates based on concepts of bare life (zoe) and qualified life (bios) by Giorgio Agamben derived from Foucault’s concepts of biopolitics and biopower. And at last, to postpone/avoid the end, this essay strongly encourages the construction of different Pedagogy and children and adults development perspectives, in line with Aílton Krenak’s indigenous cosmovision (2019, 2020) and with Manifesto Xamanico Cosmopolítico e Futurista do Davi Kopenawa (KOPENAWA; ALBERT, 2015).