The place of intersubjective recognition and its influence in the construction of senses of authority in education
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/34204 |
Resumo: | From the finding of a paradoxical condition and a crisis of authority in Education, with the effects of valuing the school, teachers and students, it is intended to approach the place of intersubjective recognition (Honneth, 2005) in today's society and to ponder the importance of a type of authority manifested by the psychological need for stability and security that emerges in social relations by mutual recognition, in a sense of social belonging. For this task, the school's need to resist market influences that seem to stimulate a state of denial or forgetfulness about the importance of the social dimension of recognition in a growing movement of "dedemocratization" is contextualized as a backdrop. We conclude, in the mode of a theoretical essay, that it can be fruitful the emergence of new studies on the meanings of authority of young people in high school, through the bias of reciprocal intersubjective recognition, in order to dialogue with other studies that also seek to better understand the dynamics of conflicts in school and the elements that sustain this possible state of crisis in Education. |
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The place of intersubjective recognition and its influence in the construction of senses of authority in educationEl lugar del reconocimiento intersujetivo y su influencia en la construcción de sentidos de autoridad en la educaciónO lugar do reconhecimento intersubjetivo e sua influência na construção de sentidos de autoridade em educaçãoRecognitionIntersubjectivitySubjectivityAuthorityEducation.ReconocimientoIntersubjetividadSubjetividadAutoridadEducación.ReconhecimentoIntersubjetividadeSubjetividadeAutoridadeEducação.From the finding of a paradoxical condition and a crisis of authority in Education, with the effects of valuing the school, teachers and students, it is intended to approach the place of intersubjective recognition (Honneth, 2005) in today's society and to ponder the importance of a type of authority manifested by the psychological need for stability and security that emerges in social relations by mutual recognition, in a sense of social belonging. For this task, the school's need to resist market influences that seem to stimulate a state of denial or forgetfulness about the importance of the social dimension of recognition in a growing movement of "dedemocratization" is contextualized as a backdrop. We conclude, in the mode of a theoretical essay, that it can be fruitful the emergence of new studies on the meanings of authority of young people in high school, through the bias of reciprocal intersubjective recognition, in order to dialogue with other studies that also seek to better understand the dynamics of conflicts in school and the elements that sustain this possible state of crisis in Education.A partir de la constatación de una condición paradójica y de crisis de autoridad en la Educación, con efectos de valorización de la escuela, de los docentes y de los alumnos, se pretende abordar el lugar del reconocimiento intersubjetivo (Honneth, 2005) en la sociedad actual y considerar la importancia de un tipo de autoridad manifestada por la necesidad psicológica de estabilidad y seguridad que emerge en las relaciones sociales a través del reconocimiento recíproco, en un sentido de pertenencia social. Para esta tarea, se contextualiza como trasfondo la necesidad de la escuela de resistir las influencias del mercado que parecen estimular un estado de negación u olvido sobre la importancia de la dimensión social del reconocimiento en un creciente movimiento de "desdemocratización". Concluimos, a modo de ensayo teórico, que puede ser fructífero el surgimiento de nuevos estudios sobre los sentidos de autoridad de los jóvenes de secundaria, a través del sesgo del reconocimiento intersubjetivo, para dialogar con otros estudios que también buscan comprender mejor la dinámica de los conflictos en la escuela y los elementos que sustentan este posible estado de crisis en la Educación.A partir da constatação de uma condição paradoxal e de uma crise de autoridade na Educação, com efeitos de valorização da escola, dos professores e alunos, se pretende abordar o lugar do reconhecimento intersubjetivo (Honneth, 2005) na sociedade atual e ponderar sobre a importância de um tipo de autoridade manifestada pela necessidade psicológica de estabilidade e segurança que emerge nas relações sociais pelo reconhecimento recíproco, em um sentido de pertencimento social. Para esta tarefa é contextualizado como pano de fundo a necessidade da escola em resistir às influências de cunho mercadológico que parecem estimular um estado de negação ou esquecimento sobre a importância da dimensão social do reconhecimento em um movimento crescente de “desdemocratização”. Concluímos, ao modo de um ensaio teórico, que pode ser frutífero o surgimento de novos estudos sobre os sentidos de autoridade dos jovens no ensino médio, pelo viés do reconhecimento intersubjetivo, no intuito de dialogar com outros estudos que também buscam melhor compreender a dinâmica dos conflitos na escola e os elementos que sustentam este possível estado de crise na Educação.Research, Society and Development2022-09-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3420410.33448/rsd-v11i12.34204Research, Society and Development; Vol. 11 No. 12; e47111234204Research, Society and Development; Vol. 11 Núm. 12; e47111234204Research, Society and Development; v. 11 n. 12; e471112342042525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34204/28824Copyright (c) 2022 Jeferson Luís da Silva; Elmer Érico Link; Cleber Gibbon Rattohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Jeferson Luís da Link, Elmer ÉricoRatto, Cleber Gibbon2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34204Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:36.092278Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The place of intersubjective recognition and its influence in the construction of senses of authority in education El lugar del reconocimiento intersujetivo y su influencia en la construcción de sentidos de autoridad en la educación O lugar do reconhecimento intersubjetivo e sua influência na construção de sentidos de autoridade em educação |
title |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
spellingShingle |
The place of intersubjective recognition and its influence in the construction of senses of authority in education Silva, Jeferson Luís da Recognition Intersubjectivity Subjectivity Authority Education. Reconocimiento Intersubjetividad Subjetividad Autoridad Educación. Reconhecimento Intersubjetividade Subjetividade Autoridade Educação. |
title_short |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
title_full |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
title_fullStr |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
title_full_unstemmed |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
title_sort |
The place of intersubjective recognition and its influence in the construction of senses of authority in education |
author |
Silva, Jeferson Luís da |
author_facet |
Silva, Jeferson Luís da Link, Elmer Érico Ratto, Cleber Gibbon |
author_role |
author |
author2 |
Link, Elmer Érico Ratto, Cleber Gibbon |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Jeferson Luís da Link, Elmer Érico Ratto, Cleber Gibbon |
dc.subject.por.fl_str_mv |
Recognition Intersubjectivity Subjectivity Authority Education. Reconocimiento Intersubjetividad Subjetividad Autoridad Educación. Reconhecimento Intersubjetividade Subjetividade Autoridade Educação. |
topic |
Recognition Intersubjectivity Subjectivity Authority Education. Reconocimiento Intersubjetividad Subjetividad Autoridad Educación. Reconhecimento Intersubjetividade Subjetividade Autoridade Educação. |
description |
From the finding of a paradoxical condition and a crisis of authority in Education, with the effects of valuing the school, teachers and students, it is intended to approach the place of intersubjective recognition (Honneth, 2005) in today's society and to ponder the importance of a type of authority manifested by the psychological need for stability and security that emerges in social relations by mutual recognition, in a sense of social belonging. For this task, the school's need to resist market influences that seem to stimulate a state of denial or forgetfulness about the importance of the social dimension of recognition in a growing movement of "dedemocratization" is contextualized as a backdrop. We conclude, in the mode of a theoretical essay, that it can be fruitful the emergence of new studies on the meanings of authority of young people in high school, through the bias of reciprocal intersubjective recognition, in order to dialogue with other studies that also seek to better understand the dynamics of conflicts in school and the elements that sustain this possible state of crisis in Education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-07 |
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://rsdjournal.org/index.php/rsd/article/view/34204 10.33448/rsd-v11i12.34204 |
url |
https://rsdjournal.org/index.php/rsd/article/view/34204 |
identifier_str_mv |
10.33448/rsd-v11i12.34204 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34204/28824 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Jeferson Luís da Silva; Elmer Érico Link; Cleber Gibbon Ratto https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Jeferson Luís da Silva; Elmer Érico Link; Cleber Gibbon Ratto 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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 12; e47111234204 Research, Society and Development; Vol. 11 Núm. 12; e47111234204 Research, Society and Development; v. 11 n. 12; e47111234204 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052813719633920 |