The compreension of the childhood reconfigured: from metaphysics to post-metaphysics

Abstract

The purpose of this article is to make a critical analysis of the philosophical basis on which support the pedagogical experiments described in the two reports of professor Jean Itard, written in the early nineteenth century (1822 and 1828), about Victor’s education - the wild boy from Aveyron. The approach will be carried out from the foundations of education, taking into account the tensions that exist in the field and the role of hermeneutic dialogue on reconfiguration of these processes. We seek mainly to understand the effects that the philosophy adopted in the boy’s education brought in this experience, especially in the transition of a childhood metaphysical conception to childhood postmetaphysical conception. These effects without questioning previous bases or its theoretical assumptions was what probably led the author to make a negative balance of these experiences in the second report. The excessive increase in the environment role in his education reduced the work to a routing problem (technical) only, just for not having been did criticism to the theoretical basis on which was supported the experience.