Interest and the overcoming of learnification for philosophical practice

Detalhes bibliográficos
Autor(a) principal: Mendonça, Samuel
Data de Publicação: 2013
Outros Autores: Tortella, Jussara Cristina Barboza, Silva, Andrea Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4197
Resumo: The present paper discusses the concept of interest and the critique, by Gert Biesta, of the phenomenon of “learnification” of education, as the basis for the philosophical practice in the context of teaching philosophy. The problem of the text is formulated thus: what is the importance of interest and of the critique contained in the learnification concept, based on John Dewey and Gert Biesta, for a philosophical practice that can truly consolidate the teaching of philosophy? If philosophy claims a philosophical attitude in the teacher, this attitude seems to claim, as well, interest, based on a new vision of education that is not restricted to learning as the fundamental basis for philosophical practice.
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spelling Interest and the overcoming of learnification for philosophical practiceInterés y superación de la learnification para la práctica filosóficaInteresse e a superação do learnification para a prática filosóficaEnsino de filosofiaEducaçãoInteresseMediaçãoPrática filosóficaEnseñanza de filosofíaEducaciónInterésMediaciónPráctica filosóficaPhilosophy teachingEducationInterestMediationPhilosophical practiceThe present paper discusses the concept of interest and the critique, by Gert Biesta, of the phenomenon of “learnification” of education, as the basis for the philosophical practice in the context of teaching philosophy. The problem of the text is formulated thus: what is the importance of interest and of the critique contained in the learnification concept, based on John Dewey and Gert Biesta, for a philosophical practice that can truly consolidate the teaching of philosophy? If philosophy claims a philosophical attitude in the teacher, this attitude seems to claim, as well, interest, based on a new vision of education that is not restricted to learning as the fundamental basis for philosophical practice.El presente artículo discute el concepto de interés y la crítica, realizada por Gert Biesta, al fenómeno “learnification” de la educación como base para la práctica filosófica en el contexto de la enseñanza de filosofía. El problema de este artículo es: ¿Cuál es la importância del interés y de la crítica existente en el concepto de learnification, circunscritos a partir de John Dewey y Gert Biesta, para la práctica filosófica que pueda consolidar la enseñanza de filosofía? Si la filosofía reivindica la actitud filosófica del profesor, esta actitud parece reivindicar, igualmente, el interés a partir de una nueva visión sobre la educación como base fundamental para la práctica filosófica.O presente texto discute o conceito de interesse e a crítica, feita por Gert Biesta, ao fenômeno “learnification” da educação como base para a prática filosófica no contexto do ensino de filosofia. O problema do texto está assim formulado: qual a importância do interesse e da crítica contida no conceito del learnification, circunscritos a partir de John Dewey e Gert Biesta, para a prática filosófica que possa consolidar o ensino de filosofia? Se a filosofia reivindica a atitude filosófica do professor, esta atitude parece reivindicar, igualmente, o interesse, a partir de uma nova visão sobre a educação que não se restrinja à aprendizagem como base fundamental para a prática filosófica.Faculdade de Educação - Universidade de Brasília2013-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/419710.26512/lc.v19i40.4197Linhas Críticas; Vol. 19 No. 40 (2013): Educação a Distância; 595-608Linhas Críticas; Vol. 19 Núm. 40 (2013): Educação a Distância; 595-608Linhas Crí­ticas; v. 19 n. 40 (2013): Educação a Distância; 595-6081981-04311516-489610.26512/lc.v19i40reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4197/3845Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMendonça, SamuelTortella, Jussara Cristina BarbozaSilva, Andrea Oliveira2022-01-14T13:44:06Zoai:ojs.pkp.sfu.ca:article/4197Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-01-14T13:44:06Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Interest and the overcoming of learnification for philosophical practice
Interés y superación de la learnification para la práctica filosófica
Interesse e a superação do learnification para a prática filosófica
title Interest and the overcoming of learnification for philosophical practice
spellingShingle Interest and the overcoming of learnification for philosophical practice
Mendonça, Samuel
Ensino de filosofia
Educação
Interesse
Mediação
Prática filosófica
Enseñanza de filosofía
Educación
Interés
Mediación
Práctica filosófica
Philosophy teaching
Education
Interest
Mediation
Philosophical practice
title_short Interest and the overcoming of learnification for philosophical practice
title_full Interest and the overcoming of learnification for philosophical practice
title_fullStr Interest and the overcoming of learnification for philosophical practice
title_full_unstemmed Interest and the overcoming of learnification for philosophical practice
title_sort Interest and the overcoming of learnification for philosophical practice
author Mendonça, Samuel
author_facet Mendonça, Samuel
Tortella, Jussara Cristina Barboza
Silva, Andrea Oliveira
author_role author
author2 Tortella, Jussara Cristina Barboza
Silva, Andrea Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Mendonça, Samuel
Tortella, Jussara Cristina Barboza
Silva, Andrea Oliveira
dc.subject.por.fl_str_mv Ensino de filosofia
Educação
Interesse
Mediação
Prática filosófica
Enseñanza de filosofía
Educación
Interés
Mediación
Práctica filosófica
Philosophy teaching
Education
Interest
Mediation
Philosophical practice
topic Ensino de filosofia
Educação
Interesse
Mediação
Prática filosófica
Enseñanza de filosofía
Educación
Interés
Mediación
Práctica filosófica
Philosophy teaching
Education
Interest
Mediation
Philosophical practice
description The present paper discusses the concept of interest and the critique, by Gert Biesta, of the phenomenon of “learnification” of education, as the basis for the philosophical practice in the context of teaching philosophy. The problem of the text is formulated thus: what is the importance of interest and of the critique contained in the learnification concept, based on John Dewey and Gert Biesta, for a philosophical practice that can truly consolidate the teaching of philosophy? If philosophy claims a philosophical attitude in the teacher, this attitude seems to claim, as well, interest, based on a new vision of education that is not restricted to learning as the fundamental basis for philosophical practice.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-31
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.unb.br/index.php/linhascriticas/article/view/4197
10.26512/lc.v19i40.4197
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4197
identifier_str_mv 10.26512/lc.v19i40.4197
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4197/3845
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 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. 19 No. 40 (2013): Educação a Distância; 595-608
Linhas Críticas; Vol. 19 Núm. 40 (2013): Educação a Distância; 595-608
Linhas Crí­ticas; v. 19 n. 40 (2013): Educação a Distância; 595-608
1981-0431
1516-4896
10.26512/lc.v19i40
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
_version_ 1805309286261194752

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