A ética das virtudes para a formação de professores
Carregando...
Arquivos
Data
2022-03-28
Autores
Barreiro, Mateus de Freitas [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa analisa como a ética das virtudes pode contribuir para a formação docente. Nas últimas décadas, a retomada do aristotelismo na filosofia moral, foi difundida por uma ética fundamentada nas virtudes, ocupando uma posição situada no particularismo ético, tendo como contraste, os sistemas morais rígidos, cuja expressão máxima se encontra em imperativos morais. Este debate se apresenta como um espaço propício para a Educação, especialmente para refletir sobre as imposições morais que não admitem exceções, contribuindo para ressignificar as produções de sentido que configuram a prática docente e seus desdobramentos na relação com o Outro. Diante da aparente inflexão entre ética teleológica e moral deontológica, será argumentado como a hermenêutica constituirá sobre a sabedoria prática (phronesis), um modo de articulação entre os formalismos das normas e as particularidades das situações concretas. Ao interpelar os problemas filosóficos da educação, compreende-se que a formação docente, abriga diferentes concepções éticas de ser humano, podendo ser uma fonte reflexão transformadora, proporcionando experiências para a convivência com diferentes ethos na América Latina.
This work aims to analyze how the ethics of virtues can contribute to the formation of the educator. In recent decades, the resurgence of Aristotelianism in moral philosophy was spread by ethics based on virtues, occupying a position situated in ethical particularism, with the contrast of rigid moral systems, whose maximum expression is found in moral imperatives. This debate presents itself as a favorable space for Education, especially to reflect on the moral impositions that do not admit exceptions, contributing to resignifying the productions of meaning that configure the teaching practice and its consequences in the relationship with the Other. Faced with the apparent inflection between teleological ethics and deontological morals, it will be argued how hermeneutics will constitute over practical wisdom (phronesis), a way of articulation between the formalisms of norms and the particularities of concrete situations. When questioning the philosophical problems of education, it is understood that teacher education encompasses different ethical conceptions of human beings, and can be a source of transformative reflection, providing experiences for living with a different ethos and cultural pluralities.
This work aims to analyze how the ethics of virtues can contribute to the formation of the educator. In recent decades, the resurgence of Aristotelianism in moral philosophy was spread by ethics based on virtues, occupying a position situated in ethical particularism, with the contrast of rigid moral systems, whose maximum expression is found in moral imperatives. This debate presents itself as a favorable space for Education, especially to reflect on the moral impositions that do not admit exceptions, contributing to resignifying the productions of meaning that configure the teaching practice and its consequences in the relationship with the Other. Faced with the apparent inflection between teleological ethics and deontological morals, it will be argued how hermeneutics will constitute over practical wisdom (phronesis), a way of articulation between the formalisms of norms and the particularities of concrete situations. When questioning the philosophical problems of education, it is understood that teacher education encompasses different ethical conceptions of human beings, and can be a source of transformative reflection, providing experiences for living with a different ethos and cultural pluralities.
Descrição
Palavras-chave
Filosofia da educação, Ética das virtudes, Formação de professores, Philosophy of education, Ethics of virtues