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Abstract(s)
Diversos autores, nomeadamente Israel Scheffler (1970), Olivier Reboul (1984), Daniel Hameline (1986) e Nanine Charbonnel (1991-1993), mostram que a linguagem da educação é fundamentalmente uma linguagem metafórica. Por isso, se compreende, sem muito esforço, que a ideia de educação se diz e se manifesta de múltiplas formas: pelas suas margens, como viagem por terra ou náutica, através das figuras do educador-pedagogo como jardineiro ou oleiro, o aluno comparado com um recipiente ora vazio ora cheio, entre outras metáforas que poderíamos enunciar. A própria metáfora de margem, que serve de lema ao Colóquio L’Education et ses Marges (Porto, 14-15-16, maio, 2018), é de per se uma imagem produtiva e instigadora de sentidos múltiplos que, de entre vários modos, assim se podem exprimir: utopia, algures, esquecimento, ocultação, periferia, loucura, marginalização voluntária ou imposta, afastamento, distanciamento, limiar… Aliás, esta imagem serve bem para ilustrar o próprio espírito da Educação Nova que, à sua maneira, afirma-se como um movimento educativo de margem por contraposição à Escola Tradicional que representa supostamente o centro. O movimento da Educação Nova interessou-se por temas e ideias pedagógicas que, por sua vez, estavam marginalizadas, esquecidas (pelo menos aparentemente) pelos pedagogos e educadores da Escola Tradicional. Por outras palavras, trouxe para o centro do debate educativo e das práticas pedagógicas toda uma libido educandi que se pretendia alternativa, inovadora que, de uma forma ou de outra, almejava irrigar os pensamentos, as formas e as práticas em educação e em pedagogia. Este estudo foca-se nas ideias-chave da Educação Nova, independentemente das designações preferidas pelos seus autores mais significativos, identifica alguns equívocos que derivam da circunstância da sua afirmação em contraposição à Escola Tradicional e, distanciando-se da filosofia dos extremos que inspiram alguns dos seus textos, afirma a necessidade de uma filosofia que integre o princípio da contradição e do terceiro incluído, como mais adequada seja para analisar a novidade trazida pela Educação Nova seja para identificar a congruência entre os processos implementados na prática pedagógica e os princípios de que ela se reivindica. Assim, nesta comunicação, primeiro explicitamos os fundamentos que inspiram a hermenêutica que empreendemos sob o signo de Jano e de Hermes e, depois, acompanhamos a demanda da Educação Nova sobre o centro da ação pedagógica e a alteração de perspectiva sobre as “marginalidades” que surgem no próprio âmbito da educação escolar. Por fim, identificamos a necessidade já sentida no interior do próprio movimento de uma nova teoria e prática de educação que, embora distinga os planos dos princípios e o plano das práticas, sustente a sua unidade e o exame crítico das concretizações conseguidas em determinado momento socio histórico.
Several authors, notably Israel Scheffler (1970), Olivier Reboul (1984), Daniel Hameline (1986) and Nanine Charbonnel (1991-1993) show that the language of education is fundamentally a metaphorical language. That is why one understands, without much effort, that the idea of education is expressed and manifested in multiple forms: by its margins, such as a land or nautical voyage, through the figures of the educator-pedagogue as a gardener or potter, the student compared with a container now empty, now full, among other metaphors one could enunciate. The margin metaphor itself, which serves as a motto for the Colloquium L’Education et ses Marges (Porto, 14-15-16, May, 2018), is per se a productive and instigating image of multiple senses that, among several modes , can be expressed as: utopia, somewhere, oblivion, concealment, periphery, madness, voluntary or imposed marginalization, removal, distancing, threshold ... In fact, this image serves well to illustrate the very spirit of New Education that, in its own way, presents itself as a margin educational movement in contrast to the Traditional School that supposedly represents the center. The New Education movement became interested in themes and pedagogical ideas that were, in turn, marginalized, forgotten (at least apparently) by the pedagogues and educators of the Traditional School. In other words, it brought to the fore of the educational debate and pedagogical practices a whole libido educandi that was intended as alternative, innovative, that, in one way or another, sought to irrigate the thoughts, forms and practices in education and pedagogy. The authors focuse their attention on the key ideas of New Education, regardless of the designations preferred by its most significant authors, identify some misconceptions that derive from the circumstance of its statement as opposed to the Traditional School and, distancing itself from the philosophy of the extremes that inspire some of its texts, affirms the need for a philosophy that integrates the principle of contradiction and the included third, as it is more appropriate to analyze the novelty brought about by New Education or to identify the congruence between the processes implemented in pedagogical practice and the principles that it claims. Thus, in this communication, the authors first explain the fundamentals that inspire the hermeneutics they undertake under the sign of Jano and Hermes, and then follow the demand of New Education on the center of pedagogical action and the change of perspective on the “marginalities” that take place within the very scope of school education. Finally, the authors identify the need already felt within the very movement of a new theory and practice of education that, while distinguishing the plans of principles and the plan of practices, sustains its unity and the critical examination of the achievements obtained at a particular historic social moment.
Several authors, notably Israel Scheffler (1970), Olivier Reboul (1984), Daniel Hameline (1986) and Nanine Charbonnel (1991-1993) show that the language of education is fundamentally a metaphorical language. That is why one understands, without much effort, that the idea of education is expressed and manifested in multiple forms: by its margins, such as a land or nautical voyage, through the figures of the educator-pedagogue as a gardener or potter, the student compared with a container now empty, now full, among other metaphors one could enunciate. The margin metaphor itself, which serves as a motto for the Colloquium L’Education et ses Marges (Porto, 14-15-16, May, 2018), is per se a productive and instigating image of multiple senses that, among several modes , can be expressed as: utopia, somewhere, oblivion, concealment, periphery, madness, voluntary or imposed marginalization, removal, distancing, threshold ... In fact, this image serves well to illustrate the very spirit of New Education that, in its own way, presents itself as a margin educational movement in contrast to the Traditional School that supposedly represents the center. The New Education movement became interested in themes and pedagogical ideas that were, in turn, marginalized, forgotten (at least apparently) by the pedagogues and educators of the Traditional School. In other words, it brought to the fore of the educational debate and pedagogical practices a whole libido educandi that was intended as alternative, innovative, that, in one way or another, sought to irrigate the thoughts, forms and practices in education and pedagogy. The authors focuse their attention on the key ideas of New Education, regardless of the designations preferred by its most significant authors, identify some misconceptions that derive from the circumstance of its statement as opposed to the Traditional School and, distancing itself from the philosophy of the extremes that inspire some of its texts, affirms the need for a philosophy that integrates the principle of contradiction and the included third, as it is more appropriate to analyze the novelty brought about by New Education or to identify the congruence between the processes implemented in pedagogical practice and the principles that it claims. Thus, in this communication, the authors first explain the fundamentals that inspire the hermeneutics they undertake under the sign of Jano and Hermes, and then follow the demand of New Education on the center of pedagogical action and the change of perspective on the “marginalities” that take place within the very scope of school education. Finally, the authors identify the need already felt within the very movement of a new theory and practice of education that, while distinguishing the plans of principles and the plan of practices, sustains its unity and the critical examination of the achievements obtained at a particular historic social moment.
Description
Keywords
Educação Nova Educação Tradicional Centro Margem Simbolismo mítico New Education Traditional Education Center Margin Mythical Symbolism
Pedagogical Context
Citation
Araújo, A.F., Araújo, J.M. (2020). Sob o signo de Jano e de Hermes: a educação nova e os equívocos de uma filosofia dos extremos. Modernos & Contemporâneos, 4(9), 57-71