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The question of desirability : how is education a risk
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Abstract(s)
Gert Biesta defende que a educação consiste em apresentar às crianças um caminho que vai daquilo que elas querem até àquilo que é bom que elas queiram, oferecendo-lhes as condições para que passem do primeiro ao segundo. Esta passagem de um reino de desejos individuais para o reino do desejável constitui, para o autor, uma "existência des-centralizada". Uma vez que existe uma dimensão normativa inegável nesta perspetiva, pareceu-nos relevante procurar os valores e princípios que a orientam.
Na sua conferência no ICPIC, G. Biesta refere-se ao conceito levianasiano de responsabilidade, identificando os desejos individuais (das crianças) com um modo de existência egológico. No seu livro de 2014, The beautiful risk of education, o autor menciona o conceito de sabedoria educacional (dos adultos), a partir de uma perspetiva aristotélica. Em ambas as leituras, Biesta concede privilégios normativos aos adultos, afirmando que, num ambiente educativo, estes têm a responsabilidade de ser educadores e não “aprendentes” (learners).
A partir deste contexto, questionamos a afirmação da educação como um risco. Uma vez que, segundo o autor, os professores e educadores têm ao seu dispor padrões normativos de avaliação pelos quais devem orientar as suas práticas, bem como os comportamentos dos alunos (seja a responsabilidade diante do Outro, seja a capacidade de produzir bons juízos), como se poderá ainda falar da educação como risco?
Terminamos o nosso comentário procurando significados mais profundos para o conceito de risco em educação.
ABSTRACT: Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In his ICPIC talk, G. Biesta refers to the Levinasian concept of responsibility, identifying individual desires (children’s desires) with the egological way of existence. In his 2014’s book, The beautiful risk of education, Biesta mentions the concept of educational wisdom (educators’ wisdom), through an Aristotelian standpoint. In either perspective, the author grants normative privileges to adults, claiming that, in an educational environment, adults have the responsibility to be educators and not learners. We follow from here to question Biesta’s statement of education as a risk, since if there are evaluative standards according to which educators can orient their practices, as well as students behaviors (either the responsibility in face of the Other or the ability to make good and wise judgments), how can one still talk about a risk in education? We end up our commentary by looking for deeper meanings for the concept of risk in education.
ABSTRACT: Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In his ICPIC talk, G. Biesta refers to the Levinasian concept of responsibility, identifying individual desires (children’s desires) with the egological way of existence. In his 2014’s book, The beautiful risk of education, Biesta mentions the concept of educational wisdom (educators’ wisdom), through an Aristotelian standpoint. In either perspective, the author grants normative privileges to adults, claiming that, in an educational environment, adults have the responsibility to be educators and not learners. We follow from here to question Biesta’s statement of education as a risk, since if there are evaluative standards according to which educators can orient their practices, as well as students behaviors (either the responsibility in face of the Other or the ability to make good and wise judgments), how can one still talk about a risk in education? We end up our commentary by looking for deeper meanings for the concept of risk in education.
Description
Keywords
Risco Educação Filosofia para Crianças Desejabilidade Education Desirable Normative Risk
Citation
Costa Carvalho, M. (2017). The question of desirability: how is education a risk?. "Childhood & Philosophy", 13(28), pp. 537-546.
Publisher
Núcleo de Estudos de Filosofias e Infâncias (NEFI), Programa de Pós-Graduação em Educação (ProPEd)