The pedagogical face of Eros
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28051 |
Resumo: | The present work seeks to uncover the pedagogical face of Eros. As a starting point, there is the fact that the figure of the educator/teacher is commonly represented by someone whose occupation does not elicit desires of any kind. It is not unusual to see literary representations and televised or cinema images in which the teacher appears comically as a caricature that talks continuously and monotonically to pupils whose countenances oscillate between boredom and scorn. But what is truly frightening is that, more and more, the images that show up in the discourse of the younger generations, in an attempt to oppose the caricature just mentioned, associate the figure of the teacher to that of a presenter of a talk show: theatrical, amusing, an expert in cathartic group dynamics, with no content and equally caricatured. Seeking to steer clear of both caricatures and to reflect upon the specific genre of the pedagogical "libido" - understood as spiritual force or strength for the moral, intellectual and bodily progress - the text rescues the illustrative power of the myth, thinks about the power of the imaginary in the constitution of model parameters for education and for the exercise of teaching (to this end it proposes Socratic, sophistic and scholastic notes with emphasis on language) and points to the importance of this discussion in view of the problems that populate the contemporary educational spheres. |
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The pedagogical face of Eros A face pedagógica de Eros ErosEducaçãoLinguagemErosEducationLanguage The present work seeks to uncover the pedagogical face of Eros. As a starting point, there is the fact that the figure of the educator/teacher is commonly represented by someone whose occupation does not elicit desires of any kind. It is not unusual to see literary representations and televised or cinema images in which the teacher appears comically as a caricature that talks continuously and monotonically to pupils whose countenances oscillate between boredom and scorn. But what is truly frightening is that, more and more, the images that show up in the discourse of the younger generations, in an attempt to oppose the caricature just mentioned, associate the figure of the teacher to that of a presenter of a talk show: theatrical, amusing, an expert in cathartic group dynamics, with no content and equally caricatured. Seeking to steer clear of both caricatures and to reflect upon the specific genre of the pedagogical "libido" - understood as spiritual force or strength for the moral, intellectual and bodily progress - the text rescues the illustrative power of the myth, thinks about the power of the imaginary in the constitution of model parameters for education and for the exercise of teaching (to this end it proposes Socratic, sophistic and scholastic notes with emphasis on language) and points to the importance of this discussion in view of the problems that populate the contemporary educational spheres. O presente trabalho busca descobrir a face pedagógica de Eros. Como ponto de partida, está o fato de a figura do educador/professor ser comumente representado por alguém cuja ocupação não suscita desejos de qualquer espécie. Não raras vezes assistimos a representações literárias e imagens televisivas ou cinematográficas nas quais o professor aparece comicamente como uma caricatura que fala, de modo monótono e sem parar, a alunos cujos rostos oscilam entre o tédio e o escárnio. No entanto, o que é de fato assustador é que, cada vez mais, as imagens que aparecem no discurso das novas gerações, numa tentativa de oposição à caricatura supracitada, associam a figura do professor à de um animador de auditório, performático, divertido, especialista em dinâmicas grupais catárticas, sem conteúdo e igualmente caricatural. Procurando, então, desviar-se de ambas as caricaturas e refletir sobre o gênero específico de libido pedagógica - compreendido como força ou energia espiritual para o progresso moral, intelectual e sensível -, o texto recupera o poder ilustrativo do mito, pensa sobre a força do imaginário na constituição de parâmetros modelares para a Educação e para o exercício da mestria (para isso, propõe notas socráticas, sofísticas e escolásticas com ênfase na linguagem) e aponta para a importância dessa discussão diante dos problemas que habitam os espaços educativos contemporâneos. Universidade de São Paulo. Faculdade de Educação2007-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2805110.1590/S1517-97022007000200009Educação e Pesquisa; v. 33 n. 2 (2007); 311-322Educação e Pesquisa; Vol. 33 No. 2 (2007); 311-322Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 311-3221678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/28051/29853https://www.revistas.usp.br/ep/article/view/28051/29854Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessDozol, Marlene de Souza2014-10-24T15:44:37Zoai:revistas.usp.br:article/28051Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:44:37Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
The pedagogical face of Eros A face pedagógica de Eros |
title |
The pedagogical face of Eros |
spellingShingle |
The pedagogical face of Eros Dozol, Marlene de Souza Eros Educação Linguagem Eros Education Language |
title_short |
The pedagogical face of Eros |
title_full |
The pedagogical face of Eros |
title_fullStr |
The pedagogical face of Eros |
title_full_unstemmed |
The pedagogical face of Eros |
title_sort |
The pedagogical face of Eros |
author |
Dozol, Marlene de Souza |
author_facet |
Dozol, Marlene de Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dozol, Marlene de Souza |
dc.subject.por.fl_str_mv |
Eros Educação Linguagem Eros Education Language |
topic |
Eros Educação Linguagem Eros Education Language |
description |
The present work seeks to uncover the pedagogical face of Eros. As a starting point, there is the fact that the figure of the educator/teacher is commonly represented by someone whose occupation does not elicit desires of any kind. It is not unusual to see literary representations and televised or cinema images in which the teacher appears comically as a caricature that talks continuously and monotonically to pupils whose countenances oscillate between boredom and scorn. But what is truly frightening is that, more and more, the images that show up in the discourse of the younger generations, in an attempt to oppose the caricature just mentioned, associate the figure of the teacher to that of a presenter of a talk show: theatrical, amusing, an expert in cathartic group dynamics, with no content and equally caricatured. Seeking to steer clear of both caricatures and to reflect upon the specific genre of the pedagogical "libido" - understood as spiritual force or strength for the moral, intellectual and bodily progress - the text rescues the illustrative power of the myth, thinks about the power of the imaginary in the constitution of model parameters for education and for the exercise of teaching (to this end it proposes Socratic, sophistic and scholastic notes with emphasis on language) and points to the importance of this discussion in view of the problems that populate the contemporary educational spheres. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-08-01 |
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://www.revistas.usp.br/ep/article/view/28051 10.1590/S1517-97022007000200009 |
url |
https://www.revistas.usp.br/ep/article/view/28051 |
identifier_str_mv |
10.1590/S1517-97022007000200009 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28051/29853 https://www.revistas.usp.br/ep/article/view/28051/29854 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 33 n. 2 (2007); 311-322 Educação e Pesquisa; Vol. 33 No. 2 (2007); 311-322 Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 311-322 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811188285440 |