Bauman, Freire e a ambivalência da educação na (pós)modernidade.
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| Title: | Bauman, Freire e a ambivalência da educação na (pós)modernidade. |
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| Alternate Title: | Bauman, Freire and the ambivalence of education in (post)modernity. Bauman, Freire y la ambivalencia de la educación en la (pos)modernidad. |
| Authors: | Pereira, Thiago Ingrassia1 thiago.ingrassia@uffs.edu.br, Silva, Luís Fernando Santos Corrêa da2 luisfernando@uffs.edu.br |
| Source: | Revista Práxis Educativa. 2025, Vol. 20, p1-12. 12p. |
| Subject Terms: | *Educational objectives, *Humanistic education, *Critical pedagogy, *Learning, Modernity, Ambivalence, Liquid modernity, Postmodernism (Philosophy) |
| People: | Bauman, Zygmunt, 1925-2017, Freire, Paulo, 1921-1997 |
| Abstract (English): | The dialogue between Zygmunt Bauman’s Liquid Modernity and Paulo Freire’s political and epistemological stance provides the basis for a theoretical reflection on the thought of both authors on the social context of modernity and its impact on education the educational field at the end of the 20th century, offering insights into the challenges at the threshold of the 21st century. Thus, this discussion aims to discuss some thematic nuclei of these authors, exploring intersections that reveal a common societal project in defense of a critical, humanistic, and democratic education. In particular, this theoretical reflection introduces the concept of ambivalence as a key element for building theoretical frameworks that enable the problematization of the instrumental character of education in modernity, recognizing the disputed field concerning the (post)modern societal project. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El diálogo entre la Modernidad líquida de Zygmunt Bauman y la posición política y epistemológica de Paulo Freire constituye la base de una reflexión teórica sobre el pensamiento de ambos autores respecto al contexto social de la modernidade y sus repercusiones en el ámbito educativo a finales del siglo XX, ofreciendo indicios sobre los desafíos de los inicios del siglo XXI. Interesa discutir algunos núcleos temáticos de estos autores de referencia, en busca de intersecciones que revelen un proyecto social común en defensa de una educación crítica, humanista y democrática. En particular, esta reflexión teórica introduce el concepto de ambivalencia como un elemento clave para la construcción de aportes teóricos que permitan cuestionar el carácter instrumental de la educación en la modernidad, reconociendo el campo en disputa acerca del proyecto de sociedad (pos)moderno. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O diálogo entre a Modernidade Líquida de Zygmunt Bauman e a posição política e epistemológica de Paulo Freire constitui a base de uma reflexão teórica sobre o pensamento dos dois autores em relação ao contexto social da modernidade e aos seus desdobramentos no cenário educacional ao final do século XX, oferecendo pistas sobre os desafios do limiar do século XXI. Interessa, assim, discutir alguns núcleos temáticos dos autores de referência, em busca de intersecções que descortinam um projeto societário comum em defesa de uma educação crítica, humanista e democrática. Em especial, esta reflexão teórica institui o conceito de ambivalência como elemento-chave para a construção de aportes teóricos que permitam a problematização do caráter instrumental da educação na modernidade, reconhecendo o campo em disputa acerca do projeto de sociedade (pós)moderno. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The dialogue between Zygmunt Bauman’s Liquid Modernity and Paulo Freire’s political and epistemological stance provides the basis for a theoretical reflection on the thought of both authors on the social context of modernity and its impact on education the educational field at the end of the 20th century, offering insights into the challenges at the threshold of the 21st century. Thus, this discussion aims to discuss some thematic nuclei of these authors, exploring intersections that reveal a common societal project in defense of a critical, humanistic, and democratic education. In particular, this theoretical reflection introduces the concept of ambivalence as a key element for building theoretical frameworks that enable the problematization of the instrumental character of education in modernity, recognizing the disputed field concerning the (post)modern societal project. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v.20.24972.073 |
