Pressupostos ontológicos do Ser educador: contribuições da formação contra-hegemônica para a emancipação humana
This article aims to present some of the assumptions of the educational practice that ontologically characterize the Being that educates in a perspective of counter-hegenomic formation for human emancipation. It starts from the categories of work, as an activity that manifests the essence of the hum...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Cadernos do GPOSSHE On-line |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/9797 |
| Acceso en línea: | https://revistas.uece.br/index.php/CadernosdoGPOSSHE/article/view/9797 |
| Access Level: | acceso abierto |
| Palabra clave: | Ser educador Ontologia Emancipação Humana Formação Contra-Hegemônica |
| Sumario: | This article aims to present some of the assumptions of the educational practice that ontologically characterize the Being that educates in a perspective of counter-hegenomic formation for human emancipation. It starts from the categories of work, as an activity that manifests the essence of the human being and is the foundation of social being; teaching, as an aspect of professional performance that objectively constitutes itself in human formation; and, the educational praxis, as the conscious expression of the theory-practice relation. The analyses, given the context of the social relations of capitalist production, were based on interpretations founded on the Marxist approach to education, with historical and dialectical materialism as the method of study, which pointed out that 1) the Being that is revealed in the educator is the result of counter-hegemonic praxis; and, 2) human formation is in the essentiality of the act of educating. |
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