In defense of school experience. Strengthening the borders of the school
This article intends to talk with two theses of the book by Simons and Masschelein. The first concerns the emergence of school: on this point, we intend to broaden the perspective of that authors and ask us, already not on "what is the school?". This to show that the modern school was an anthropolog...
| Autores: | ; |
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| Tipo de documento: | Artículo |
| Estado: | Published version |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | UNICAMP |
| Repositorio: | ETD - Educação Temática Digital |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8648826 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8648826 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | Modern school. Anthropotechnics. Discipline. Comenius. Sloterdijk. Escuela moderna. Antropotécnica. Disciplina. Comenio. Sloterdijk. Educacion Escola moderna. Antropotêcnica. Disciplina. Comenius. Sloterdijk. |
| Sumario: | This article intends to talk with two theses of the book by Simons and Masschelein. The first concerns the emergence of school: on this point, we intend to broaden the perspective of that authors and ask us, already not on "what is the school?". This to show that the modern school was an anthropological event, which radically changed the way of thinking human. The second concerns the school experience, here we want to draw attention to the weakening of the borders of the school and the consequences that this brings into fundamental relationships of individuals with knowledge, with the rules and with themselves, three relationships that could ensure access and the production of what Simons and Masschelein defined as "public" and the "common good". |
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