A analítica da finitude como uma semiologia dos saberes e das práticas sobre o homem: esboço de uma crítica ao pensamento antropológico na Educação
Abstract This paper delineates a criticism of the arguments that promote the anthropological image of thinking as a fundamental concept to the Philosophy of Education, that is, as a particular type and use of philosophical anthropology. Indeed, this modern concept of Philosophy defines education as...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/157667 |
| Acceso en línea: | http://dx.doi.org/10.1590/1980-6248-2016-0104 http://hdl.handle.net/11449/157667 |
| Access Level: | acceso abierto |
| Palabra clave: | philosophical anthropology philosophy of education Michel Foucault Gilles Deleuze experience Antropologia filosófica Filosofia da Educação experiência |
| Sumario: | Abstract This paper delineates a criticism of the arguments that promote the anthropological image of thinking as a fundamental concept to the Philosophy of Education, that is, as a particular type and use of philosophical anthropology. Indeed, this modern concept of Philosophy defines education as the realization of a fundamental anthropological project, and it is in this sense that the Philosophy of Education intends to elucidate the meaning of education as the mediation of the social-historical existence of man in the world. To analyze this problem, the paper considers the analytic of finitude, researched by Michel Foucault in Les mots et les choses, as a semiology of the knowledges and the practices about man. The arguments here presented are expected to contribute to further develop the criticism of the anthropological-humanist conception predominant in the reflections on education, indicating, on the other hand, the possibility of an investigation of the exercise of philosophical thinking in the field of education as an experience and an event. |
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