Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/46935
Título: Educação, sustentabilidade e justiça social: uma análise epistemológica do pensamento de Hans Jonas e Edgar Morin
Título(s) alternativo(s): Education, sustainability and social justice: an epistemological analysis of the thinking of Hans Jonas and Edgar Morin
Palavras-chave: Educação e formação humana
Educação e sujeito ético
Autonomia e educação
Educação e liberdade
Educação e justiça social
Education and human formation
Education and ethical subject
Autonomy and education
Education and freedom
Education and social justice
Data do documento: Dez-2020
Editor: Universidade Federal de Goiás
Citação: FERREIRA, H. M.; BONIN, J. C.; CARREÑO-SAUCEDO, L. Educação, sustentabilidade e justiça social: uma análise epistemológica do pensamento de Hans Jonas e Edgar Morin. Revista Polyphonía, Goiânia, v. 31, n. 1, p. 15-34, jan./jun. 2020. DOI: 10.5216/rp.v31i1.66944.
Resumo: This essay article chooses the educational process as an object of study in a perspective that articulates the principle of responsibility ethics and the principle of complexity. In this context, the main objective of this text is to reflect on the articulation of the ideas of two thinkers - Hans Jonas and Edgar Morin - that are basic to an education that seeks to promote the effective transformation of the ways of thinking and acting of the subject-citizens. Thus, from a theoretical reflection, this work questions the utilitarian view prevalent in the political and social order of the modern world, which attributes to the school the role of teaching content at the expense of training for a healthy and ethical life in society. Methodologically, this article presents an overview of Hans Jonas' principle of responsibility and an explanation that includes two knowledge necessary for human life proposed by Edgar Morin: teaching the understanding and ethics of mankind. Based on these principles, a propositional reflection is developed, in which the position that education constitutes an integral process of human formation is defended since each human being needs to build his / her way of life, based on the ethical commitment to nature, the responsibility for their actions and the understanding of the potential of promoting social justice by each citizen.
URI: http://repositorio.ufla.br/jspui/handle/1/46935
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