Ensino de Filosofia, conhecimento e educação na interface da modernidade líquida.
Saved in:
| Title: | Ensino de Filosofia, conhecimento e educação na interface da modernidade líquida. |
|---|---|
| Alternate Title: | Philosophy teaching, knowledge and education at the interface of liquid modernity. Enseñanza de Filosofía, conocimiento y educación en la interfaz de la modernidad líquida. |
| Authors: | Silva, Sidinei Pithan da1,2,3 sidinei.pithan@unijui.edu.br, Aguiluz Ibargüen, Maya4,5 aguiluz.maya@gmail.com |
| Source: | Revista Práxis Educativa. 2025, Vol. 20, p1-20. 20p. |
| Subject Terms: | *Philosophy education, *Theory of knowledge, *Teaching methods, *Learning, Liquid modernity, Social change, Subjectivity, Paradigm (Theory of knowledge) |
| Abstract (English): | This study thematizes some meanings implied in the teaching of Philosophy within the social, epistemological, and educational scenario of liquid modernity. The hypothesis revolves around the idea that there is a social transition from a scenario of solid modernity to liquid modernity, which produces a crisis in the educational context, changing the way the meaning of Philosophy teaching at school is conceived. Thus, there is a new social condition in which new meanings and senses emerge regarding the art of educating and being an educator. The study was built based on a theoretical-methodological approach of hermeneutic and critical-dialectical background, addressing three fundamental dimensions that are constitutive of the pedagogical activity involving the teaching of Philosophy in schools. These dimensions refer to the problematic of knowledge and teaching intervention, with regard to their relations with subjectivity, knowledge paradigms, and historical-social changes. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio tematiza algunos significados implicados en torno a la enseñanza de la Filosofía en el escenario social, epistemológico y educativo de la modernidad líquida. La hipótesis gira en torno a la idea de que hay una transición social de un escenario de modernidad sólida a modernidad líquida, lo que produce una crisis en el escenario educativo, cambiando la forma como se piensa el sentido de la enseñanza de la Filosofía en la escuela. Hay, así, una nueva condición social en la que emergen nuevos significados y sentidos sobre el arte de educar y ser educador. El estudio fue construido a partir de un enfoque teóricometodológico con un trasfondo hermenéutico y crítico-dialéctico, abarcando tres dimensiones fundamentales que son constitutivas de la actividad pedagógica que implica la enseñanza de la Filosofía en la escuela. Estas dimensiones remiten el problema del conocimiento y de la intervención docente en lo que respecta a su relación con la subjetividad, los paradigmas de conocimiento y los cambios sociales e históricos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este estudo tematiza alguns sentidos implicados em torno do ensino de Filosofia no cenário social, epistemológico e educacional da modernidade líquida. A hipótese gira em torno da ideia de que há uma transição social de um cenário de modernidade sólida para uma modernidade líquida, o que produz uma crise no contexto educacional, modificando o modo como se pensa o sentido do ensino de Filosofia na escola. Há, assim, uma nova condição social, na qual emergem novos significados e sentidos sobre a arte de educar e de ser educador. O estudo foi construído a partir de um enfoque teórico-metodológico de fundo hermenêutico e crítico-dialético, tangenciando três dimensões fundamentais que são constitutivas da atividade pedagógica que envolve o ensino de Filosofia na escola. Essas dimensões remetem à problemática do conhecimento e da intervenção docente, no que diz respeito às relações com a subjetividade, aos paradigmas do conhecimento e às mudanças histórico-sociais. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 190225689 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Ensino de Filosofia, conhecimento e educação na interface da modernidade líquida. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Philosophy teaching, knowledge and education at the interface of liquid modernity.<br />Enseñanza de Filosofía, conocimiento y educación en la interfaz de la modernidad líquida. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Silva%2C+Sidinei+Pithan+da%22">Silva, Sidinei Pithan da</searchLink><relatesTo>1,2,3</relatesTo><i> sidinei.pithan@unijui.edu.br</i><br /><searchLink fieldCode="AR" term="%22Aguiluz+Ibargüen%2C+Maya%22">Aguiluz Ibargüen, Maya</searchLink><relatesTo>4,5</relatesTo><i> aguiluz.maya@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Práxis+Educativa%22">Revista Práxis Educativa</searchLink>. 2025, Vol. 20, p1-20. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Philosophy+education%22">Philosophy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Liquid+modernity%22">Liquid modernity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Subjectivity%22">Subjectivity</searchLink><br /><searchLink fieldCode="DE" term="%22Paradigm+%28Theory+of+knowledge%29%22">Paradigm (Theory of knowledge)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study thematizes some meanings implied in the teaching of Philosophy within the social, epistemological, and educational scenario of liquid modernity. The hypothesis revolves around the idea that there is a social transition from a scenario of solid modernity to liquid modernity, which produces a crisis in the educational context, changing the way the meaning of Philosophy teaching at school is conceived. Thus, there is a new social condition in which new meanings and senses emerge regarding the art of educating and being an educator. The study was built based on a theoretical-methodological approach of hermeneutic and critical-dialectical background, addressing three fundamental dimensions that are constitutive of the pedagogical activity involving the teaching of Philosophy in schools. These dimensions refer to the problematic of knowledge and teaching intervention, with regard to their relations with subjectivity, knowledge paradigms, and historical-social changes. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este estudio tematiza algunos significados implicados en torno a la enseñanza de la Filosofía en el escenario social, epistemológico y educativo de la modernidad líquida. La hipótesis gira en torno a la idea de que hay una transición social de un escenario de modernidad sólida a modernidad líquida, lo que produce una crisis en el escenario educativo, cambiando la forma como se piensa el sentido de la enseñanza de la Filosofía en la escuela. Hay, así, una nueva condición social en la que emergen nuevos significados y sentidos sobre el arte de educar y ser educador. El estudio fue construido a partir de un enfoque teóricometodológico con un trasfondo hermenéutico y crítico-dialéctico, abarcando tres dimensiones fundamentales que son constitutivas de la actividad pedagógica que implica la enseñanza de la Filosofía en la escuela. Estas dimensiones remiten el problema del conocimiento y de la intervención docente en lo que respecta a su relación con la subjetividad, los paradigmas de conocimiento y los cambios sociales e históricos. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Este estudo tematiza alguns sentidos implicados em torno do ensino de Filosofia no cenário social, epistemológico e educacional da modernidade líquida. A hipótese gira em torno da ideia de que há uma transição social de um cenário de modernidade sólida para uma modernidade líquida, o que produz uma crise no contexto educacional, modificando o modo como se pensa o sentido do ensino de Filosofia na escola. Há, assim, uma nova condição social, na qual emergem novos significados e sentidos sobre a arte de educar e de ser educador. O estudo foi construído a partir de um enfoque teórico-metodológico de fundo hermenêutico e crítico-dialético, tangenciando três dimensões fundamentais que são constitutivas da atividade pedagógica que envolve o ensino de Filosofia na escola. Essas dimensões remetem à problemática do conhecimento e da intervenção docente, no que diz respeito às relações com a subjetividade, aos paradigmas do conhecimento e às mudanças histórico-sociais. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190225689 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5212/PraxEduc.v.20.24672.029 Languages: – Code: por Text: Portuguese PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Subjects: – SubjectFull: Philosophy education Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Learning Type: general – SubjectFull: Liquid modernity Type: general – SubjectFull: Social change Type: general – SubjectFull: Subjectivity Type: general – SubjectFull: Paradigm (Theory of knowledge) Type: general Titles: – TitleFull: Ensino de Filosofia, conhecimento e educação na interface da modernidade líquida. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Silva, Sidinei Pithan da – PersonEntity: Name: NameFull: Aguiluz Ibargüen, Maya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 18094031 Numbering: – Type: volume Value: 20 Titles: – TitleFull: Revista Práxis Educativa Type: main |
| ResultId | 1 |
