The Educational Imaginary in Gilbert Durand’s Perspective
This article stems from the work of Gilbert Durand and preferentially opts the heuristic notion of myth-analysis, although in a much broader sense, to the detriment of the notion of myth-criticism, more orientated towards literary and poetic criticism. The advocated point of view here is that the se...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/63498 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/63498 |
| Access Level: | acceso abierto |
| Palabra clave: | Mitanálise. Imaginário Educacional. Hermenêutica Educacional. Ideologema. Myth-Analysis. Educational Imaginary. Educational Hermeneutics. Ideologeme. |
| Sumario: | This article stems from the work of Gilbert Durand and preferentially opts the heuristic notion of myth-analysis, although in a much broader sense, to the detriment of the notion of myth-criticism, more orientated towards literary and poetic criticism. The advocated point of view here is that the semantic basin in which the myth-analysis operates, conceived for more ideologized contexts, is that of the educational imaginary with its concept of ideologeme. It is, therefore, in this context that the discussion will take place, in our last section,envisaging the importance and interest of Myth-analysis and its implications in an educational hermeneutics panorama, which in turn will not fail to have implications in the Philosophy of Education. |
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