The thesis of the primacy of previous recognition over cognition: contributions to educational processes

Detalhes bibliográficos
Autor(a) principal: Cenci, Angelo Vitório
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/5001
Resumo: This paper explores the Honneth’s thesis of the primacy of recognition over cognition, based on the concept of previous recognition. The aim is to show that Honneth’s theses on the primacy of recognition over cognition, explained through the concepts of previous recognition, expressive gestures and attitude of existential implication, offers important educational implications. This is shown when related to the hypothesis of some continuity between the expressive gestures of children socialization and the modalities of appearing and manifestation in the broader public space in which the subject will act, and also with regard to the affective and cooperative dimensions that would be placed at the foundations of human recognition and educational processes.
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spelling The thesis of the primacy of previous recognition over cognition: contributions to educational processesLa tesis de la primacía del reconocimiento sobre el conocimiento: contribuciones a los procesos educativosLa thèse de La primauté de la reconnaissance sur la connaissancedans Alex Honneth: des contributions pour les processuséducatifsA tese da primazia do reconhecimento sobre o conhecimento em Axel Honneth: contribuições para os processos educativosReconhecimento prévioConhecimentoGestos expressivosImplicação existencialProcessos educativosReconocimiento prévioConocimientoGestos expresivosImplicación existencialProcesos educativosPrevious recognitionCognitionExpressive gesturesExistential implicatureEducational processesThis paper explores the Honneth’s thesis of the primacy of recognition over cognition, based on the concept of previous recognition. The aim is to show that Honneth’s theses on the primacy of recognition over cognition, explained through the concepts of previous recognition, expressive gestures and attitude of existential implication, offers important educational implications. This is shown when related to the hypothesis of some continuity between the expressive gestures of children socialization and the modalities of appearing and manifestation in the broader public space in which the subject will act, and also with regard to the affective and cooperative dimensions that would be placed at the foundations of human recognition and educational processes.El artículo explora la tesis honnethiana de la primacía del reconocimiento sobre el conocimiento, basada en concepto de reconocimiento previo. El objetivo es mostrar que la tesis honnethiana de la primacía del reconocimiento acerca del conocimiento, explicada a través de los conceptos de reconocimiento anterior, gestos expresivos y actitud de implicación existencial, permite extraer importantes implicaciones educativas. Eso es indicado tanto en relación a la hipótesis de una continuidad entre los gestos expresivos de socialización infantil y las modalidades de aparición y de manifestación en el espacio público más grande en el que actuará el sujeto, cuanto en relación a las dimensiones afectiva y cooperativa que subyacen el reconocimiento humano y los procesos educativos.L'article recherche la thèsed’Honneth sur la primauté de la reconnaissance sur la connaissance, basée sur le concept de la reconnaissance précédente. Le but consistait à montrer que cette thèse, expliquée par les concepts de reconnaissance précédente, gestes ex pressifset attitude d'implication existentielle, permetd'extraire des importantes implications éducatifs. C’est indiqué quandil y a l'hypothèse de continuité entre les gestesexpressifs de socialisation des enfants et les modes de manifestation dansl'espacepubliqueoù le sujetagira et aussi concernant les dimensions affective et coopérative qui seraient au début de la reconnaissance humaine e des processusé du catifs.O artigo explora a tese honnethiana baseada no conceito de reconhecimento prévio da primazia do reconhecimento sobre o conhecimento. O objetivo é mostrar que tal tese, explicitada mediante os conceitos de reconhecimento prévio, gestos expressivos e atitude de implicação existencial, permite extrair importantes implicações educativas. Isso é indicado tanto no que tange à hipótese de uma continuidade entre os gestos expressivos de socialização infantil e as modalidades de aparição e de manifestação no espaço público mais amplo em que o sujeito agirá, quanto no que concerne às dimensões afetiva e cooperativa que estariam na base do reconhecimento humano e dos processos educativos.Faculdade de Educação - Universidade de Brasília2017-06-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/500110.26512/lc.v22i49.5001Linhas Críticas; Vol. 22 No. 49 (2016): Educação Profissional e Tecnológica; 708-726Linhas Críticas; Vol. 22 Núm. 49 (2016): Educação Profissional e Tecnológica; 708-726Linhas Crí­ticas; v. 22 n. 49 (2016): Educação Profissional e Tecnológica; 708-7261981-04311516-489610.26512/lc.v22i49reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/5001/4546Copyright (c) 2017 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCenci, Angelo Vitório2021-09-27T23:20:49Zoai:ojs.pkp.sfu.ca:article/5001Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2021-09-27T23:20:49Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv The thesis of the primacy of previous recognition over cognition: contributions to educational processes
La tesis de la primacía del reconocimiento sobre el conocimiento: contribuciones a los procesos educativos
La thèse de La primauté de la reconnaissance sur la connaissancedans Alex Honneth: des contributions pour les processuséducatifs
A tese da primazia do reconhecimento sobre o conhecimento em Axel Honneth: contribuições para os processos educativos
title The thesis of the primacy of previous recognition over cognition: contributions to educational processes
spellingShingle The thesis of the primacy of previous recognition over cognition: contributions to educational processes
Cenci, Angelo Vitório
Reconhecimento prévio
Conhecimento
Gestos expressivos
Implicação existencial
Processos educativos
Reconocimiento prévio
Conocimiento
Gestos expresivos
Implicación existencial
Procesos educativos
Previous recognition
Cognition
Expressive gestures
Existential implicature
Educational processes
title_short The thesis of the primacy of previous recognition over cognition: contributions to educational processes
title_full The thesis of the primacy of previous recognition over cognition: contributions to educational processes
title_fullStr The thesis of the primacy of previous recognition over cognition: contributions to educational processes
title_full_unstemmed The thesis of the primacy of previous recognition over cognition: contributions to educational processes
title_sort The thesis of the primacy of previous recognition over cognition: contributions to educational processes
author Cenci, Angelo Vitório
author_facet Cenci, Angelo Vitório
author_role author
dc.contributor.author.fl_str_mv Cenci, Angelo Vitório
dc.subject.por.fl_str_mv Reconhecimento prévio
Conhecimento
Gestos expressivos
Implicação existencial
Processos educativos
Reconocimiento prévio
Conocimiento
Gestos expresivos
Implicación existencial
Procesos educativos
Previous recognition
Cognition
Expressive gestures
Existential implicature
Educational processes
topic Reconhecimento prévio
Conhecimento
Gestos expressivos
Implicação existencial
Processos educativos
Reconocimiento prévio
Conocimiento
Gestos expresivos
Implicación existencial
Procesos educativos
Previous recognition
Cognition
Expressive gestures
Existential implicature
Educational processes
description This paper explores the Honneth’s thesis of the primacy of recognition over cognition, based on the concept of previous recognition. The aim is to show that Honneth’s theses on the primacy of recognition over cognition, explained through the concepts of previous recognition, expressive gestures and attitude of existential implication, offers important educational implications. This is shown when related to the hypothesis of some continuity between the expressive gestures of children socialization and the modalities of appearing and manifestation in the broader public space in which the subject will act, and also with regard to the affective and cooperative dimensions that would be placed at the foundations of human recognition and educational processes.
publishDate 2017
dc.date.none.fl_str_mv 2017-06-14
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.unb.br/index.php/linhascriticas/article/view/5001
10.26512/lc.v22i49.5001
url https://periodicos.unb.br/index.php/linhascriticas/article/view/5001
identifier_str_mv 10.26512/lc.v22i49.5001
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/5001/4546
dc.rights.driver.fl_str_mv Copyright (c) 2017 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 22 No. 49 (2016): Educação Profissional e Tecnológica; 708-726
Linhas Críticas; Vol. 22 Núm. 49 (2016): Educação Profissional e Tecnológica; 708-726
Linhas Crí­ticas; v. 22 n. 49 (2016): Educação Profissional e Tecnológica; 708-726
1981-0431
1516-4896
10.26512/lc.v22i49
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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