Education, anthropology, ontologies
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/114073 |
Resumo: | The goal of this paper is to analyze the relation between anthropology and education, and the relation of both with the experience of life, in a context of debates in which epistemological concerns have gradually been substituted by a reflection on the ontological dimension of existence. Starting with a discussion on the asymmetric historical relation between anthropology and education, in what concerns the analysis of sociocultural dimensions of learning, we propose the inversion of terms of the expression anthropology of education, and then discuss the paradoxes that characterize the relation between the professional education of the anthropologist, identified as an epistemological exercise, and the ontological dimension of the ethnographic experience. From this discussion, the question of the body of the ethnographer emerges as something absent in mainstream ethnographic production, which is identified as an index of the presence of one of the structuring dichotomies of Western epistemology: the separation of mind and body. The works of authors associated to the so-called ontological turn in social sciences are brought to the discussion, and from the analysis of some of their main contributions, new points of contact between education and anthropology, on more symmetric grounds, emerge. From these, it is of special interest the one that focuses on happiness and the plenitude of becomings, which, albeit an unprecedented theme in anthropology, has been part of the pedagogical debates of the last four decades. |
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Education, anthropology, ontologies Educação, antropologia, ontologias The goal of this paper is to analyze the relation between anthropology and education, and the relation of both with the experience of life, in a context of debates in which epistemological concerns have gradually been substituted by a reflection on the ontological dimension of existence. Starting with a discussion on the asymmetric historical relation between anthropology and education, in what concerns the analysis of sociocultural dimensions of learning, we propose the inversion of terms of the expression anthropology of education, and then discuss the paradoxes that characterize the relation between the professional education of the anthropologist, identified as an epistemological exercise, and the ontological dimension of the ethnographic experience. From this discussion, the question of the body of the ethnographer emerges as something absent in mainstream ethnographic production, which is identified as an index of the presence of one of the structuring dichotomies of Western epistemology: the separation of mind and body. The works of authors associated to the so-called ontological turn in social sciences are brought to the discussion, and from the analysis of some of their main contributions, new points of contact between education and anthropology, on more symmetric grounds, emerge. From these, it is of special interest the one that focuses on happiness and the plenitude of becomings, which, albeit an unprecedented theme in anthropology, has been part of the pedagogical debates of the last four decades. Este texto tem como objetivo analisar a relação entre a antropologia e a educação, bem como entre esses dois campos e a experiência da vida, num contexto de debates acadêmicos em que preocupações mais propriamente epistemológicas cedem gradativamente espaço à reflexão sobre a dimensão ontológica da existência. A partir de uma discussão da relação histórica assimétrica entre a antropologia e a educação na reflexão sobre as dimensões socioculturais do aprendizado, propomos a inversão dos termos da expressão antropologia da educação, e em seguida discutimos os paradoxos existentes na relação entre a educação profissional do antropólogo, enquanto exercício epistemológico, e a dimensão ontológica da vivência etnográfica. Emerge daí a questão do corpo do etnógrafo como elemento ausente na reflexão etnográfica, indício da presença de uma das dicotomias estruturantes da epistemologia ocidental, a divisão entre corpo e mente. Os trabalhos de autores ligados à chamada virada ontológica nas ciências sociais são então trazidos ao debate e, a partir da análise de algumas de suas contribuições centrais, vêm à tona novos pontos de contato entre os campos da educação e da antropologia, em bases mais simétricas. Dentre estes, destacam-se os temas da felicidade e da plenitude do devir, inéditos na antropologia, mas presentes nos debates pedagógicos das últimas quatro décadas. Universidade de São Paulo. Faculdade de Educação2016-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/11407310.1590/s1517-9702201506134264Educação e Pesquisa; v. 42 n. 1 (2016); 27-38Educação e Pesquisa; Vol. 42 No. 1 (2016); 27-38Educação e Pesquisa; Vol. 42 Núm. 1 (2016); 27-381678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/114073/111956https://www.revistas.usp.br/ep/article/view/114073/111957Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessTaddei, Renzo Gamboggi, Ana Laura2016-04-08T14:08:49Zoai:revistas.usp.br:article/114073Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2016-04-08T14:08:49Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Education, anthropology, ontologies Educação, antropologia, ontologias |
title |
Education, anthropology, ontologies |
spellingShingle |
Education, anthropology, ontologies Taddei, Renzo |
title_short |
Education, anthropology, ontologies |
title_full |
Education, anthropology, ontologies |
title_fullStr |
Education, anthropology, ontologies |
title_full_unstemmed |
Education, anthropology, ontologies |
title_sort |
Education, anthropology, ontologies |
author |
Taddei, Renzo |
author_facet |
Taddei, Renzo Gamboggi, Ana Laura |
author_role |
author |
author2 |
Gamboggi, Ana Laura |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Taddei, Renzo Gamboggi, Ana Laura |
description |
The goal of this paper is to analyze the relation between anthropology and education, and the relation of both with the experience of life, in a context of debates in which epistemological concerns have gradually been substituted by a reflection on the ontological dimension of existence. Starting with a discussion on the asymmetric historical relation between anthropology and education, in what concerns the analysis of sociocultural dimensions of learning, we propose the inversion of terms of the expression anthropology of education, and then discuss the paradoxes that characterize the relation between the professional education of the anthropologist, identified as an epistemological exercise, and the ontological dimension of the ethnographic experience. From this discussion, the question of the body of the ethnographer emerges as something absent in mainstream ethnographic production, which is identified as an index of the presence of one of the structuring dichotomies of Western epistemology: the separation of mind and body. The works of authors associated to the so-called ontological turn in social sciences are brought to the discussion, and from the analysis of some of their main contributions, new points of contact between education and anthropology, on more symmetric grounds, emerge. From these, it is of special interest the one that focuses on happiness and the plenitude of becomings, which, albeit an unprecedented theme in anthropology, has been part of the pedagogical debates of the last four decades. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-03-01 |
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/114073 10.1590/s1517-9702201506134264 |
url |
https://www.revistas.usp.br/ep/article/view/114073 |
identifier_str_mv |
10.1590/s1517-9702201506134264 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/114073/111956 https://www.revistas.usp.br/ep/article/view/114073/111957 |
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. 42 n. 1 (2016); 27-38 Educação e Pesquisa; Vol. 42 No. 1 (2016); 27-38 Educação e Pesquisa; Vol. 42 Núm. 1 (2016); 27-38 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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1787713811646513152 |