Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics

Junot Matos; Gilmar Lima Fernando; Thales Castro

doi:doi:10.11648/j.ijecs.20210604.16

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Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics

Junot Matos, Gilmar Lima Fernando, Thales Castro

Published in International Journal of Education, Culture and Society (Volume 6, Issue 4)

Received: 23 April 2021 Accepted: 21 July 2021 Published: 29 July 2021

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Abstract

The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.

Published in	International Journal of Education, Culture and Society (Volume 6, Issue 4)
DOI	10.11648/j.ijecs.20210604.16
Page(s)	138-143
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Pedagogy as Politics, Educational Framework, Dialectic Relationship, Political Symbolism, Human Formation and Development

References

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[2]	CASTRO, Thales. Teoria das Relações Internacionais. 2ª. ed. Brasília, Itamaraty/FUNAG, 2016.
[3]	DUSSEL, Enrique. Filosofia da Libertação na América Latina. [trad. Luiz João Gaio] São Paulo: Loyola, 1977.
[4]	Filosofia da Libertação: crítica a ideologia da exclusão. [trad. George I. Maissiat]. São Paulo: Paulus 1995.
[5]	Método para uma filosofia da Libertação: superação analética da dialética hegeliana. [trad. Jandir João Zanotelli]. São Paulo: Loyola, 1986. 135. Para uma ética da libertação latino-americana: acesso ao ponto de partida da ética. [trad. Luiz João Galo] São Paulo: Loyola, 1977.
[6]	Para uma ética da libertação latino-americana: eticidade e moralidade. [trad. Luiz João Galo] São Paulo: Loyola, 1977a.
[7]	Para uma ética da libertação latino-americana: erótica e pedagógica. [trad. Luiz João Galo] São Paulo: Loyola, 1977b.
[8]	Para uma ética da libertação latino-americana: erótica e pedagógica. [trad. Luiz João Galo] São Paulo: Loyola, 1980.
[9]	Para uma ética da libertação latino-americana: uma filosofia da religião antifetichista. [trad. Luiz João Galo] São Paulo: Loyola, 1980.
[10]	20_Teses sobre política. [trad. Rodrigo Rodrigues] Consejo Latinoamericano de Ciencias Sociales – CLASCO; São Paulo: Expressão Popular, 2007.
[11]	O encobrimento do outro: a origem do mito da modernidade: Conferências de Frankfurt. Tradução de Jaime A. Clasen. Petrópolis, RJ: Vozes, 1993.
[12]	GOMES, Mércio Pereira. Antropologia do homem: filosofia da cultura. 2ª ed. São Paulo; Con- texto, 2011.
[13]	HUTCHENS, B. C. Compreender Lévinas. [trad. Vera Lúcia Mello]. 2ª ed. Petrópolis: Vozes, 2009.
[14]	MÉZÁROS, István. Educação para além do capital. [trad. Isa Tavares]. 2ª ed. São Paulo: Boitempo, 2008.
[15]	SANTOS, Boaventura de Sousa. Para além do pensamento abissal: das linhas globais a uma ecologia de saberes. In: Epistemologias do Sul. São Paulo: Cortez, 2010, p. 31-83.
[16]	ZIMMERMANN, Roque. América Latina o Não-Ser: uma abordagem filosófica a partir de Enrique Dussel (1962-1976). 2ª ed. Petrópolis: Vozes, 1987.

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APA Style

Junot Matos, Gilmar Lima Fernando, Thales Castro. (2021). Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. International Journal of Education, Culture and Society, 6(4), 138-143. https://doi.org/10.11648/j.ijecs.20210604.16

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ACS Style

Junot Matos; Gilmar Lima Fernando; Thales Castro. Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. Int. J. Educ. Cult. Soc. 2021, 6(4), 138-143. doi: 10.11648/j.ijecs.20210604.16

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AMA Style

Junot Matos, Gilmar Lima Fernando, Thales Castro. Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. Int J Educ Cult Soc. 2021;6(4):138-143. doi: 10.11648/j.ijecs.20210604.16

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@article{10.11648/j.ijecs.20210604.16,
  author = {Junot Matos and Gilmar Lima Fernando and Thales Castro},
  title = {Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {4},
  pages = {138-143},
  doi = {10.11648/j.ijecs.20210604.16},
  url = {https://doi.org/10.11648/j.ijecs.20210604.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210604.16},
  abstract = {The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.},
 year = {2021}
}

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AU  - Thales Castro
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DO  - 10.11648/j.ijecs.20210604.16
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JF  - International Journal of Education, Culture and Society
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AB  - The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.
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Author Information

Junot Matos

Department of Education, Federal University of Pernambuco (UFPE), Recife, Brazil
Gilmar Lima Fernando

Department of Education, Federal University of Alagoas (UFAL), Maceio, Brazil
Thales Castro

Department of Political Science, Catholic University of Pernambuco (UNICAP), Recife, Brazil

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APA Style

Junot Matos, Gilmar Lima Fernando, Thales Castro. (2021). Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. International Journal of Education, Culture and Society, 6(4), 138-143. https://doi.org/10.11648/j.ijecs.20210604.16

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ACS Style

Junot Matos; Gilmar Lima Fernando; Thales Castro. Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. Int. J. Educ. Cult. Soc. 2021, 6(4), 138-143. doi: 10.11648/j.ijecs.20210604.16

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AMA Style

Junot Matos, Gilmar Lima Fernando, Thales Castro. Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics. Int J Educ Cult Soc. 2021;6(4):138-143. doi: 10.11648/j.ijecs.20210604.16

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@article{10.11648/j.ijecs.20210604.16,
  author = {Junot Matos and Gilmar Lima Fernando and Thales Castro},
  title = {Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {4},
  pages = {138-143},
  doi = {10.11648/j.ijecs.20210604.16},
  url = {https://doi.org/10.11648/j.ijecs.20210604.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210604.16},
  abstract = {The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics
AU  - Junot Matos
AU  - Gilmar Lima Fernando
AU  - Thales Castro
Y1  - 2021/07/29
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210604.16
DO  - 10.11648/j.ijecs.20210604.16
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 138
EP  - 143
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210604.16
AB  - The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.
VL  - 6
IS  - 4
ER  -

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