Thinking the education at post-metaphysical times: the alternative of symbolic interactionism

Authors

DOI:

https://doi.org/10.5902/1984644424140

Keywords:

Georg Herbert Mead, Symbolic interactionism, Self, Symbolic action, Education.

Abstract

The article reflects on the importance of symbolic interactionism founded by Georg Herbert Mead (1863-1931) to think education in plural and complex social context, marked by post-metaphysical ways of thinking. It is divided into two parts. In the first the concepts of education as "extracting from within an essence given a priori" (traditional metaphysics conception) and as symbolically mediated interaction (post-metaphysical conception) are reconstructed. In the second, the conceptual core of the symbolic interactionism that is important to think about education in the contemporary context is investigated. Justifies the importance of the human action understood as symbolically mediated interaction to think the education as a mutual recognition process, to confront the contemporary individualism represented by Self fragmentation. Finally, it seeks to extract from the reflection on the linguistic constitution of the Self some ethical references to contemporary education.

Author Biographies

Cláudio Almir Dalbosco, Universidade de Passo Fundo

Programa de Pós-Graduação em Educação, Filosofia da Educação. Doutorado em Filosofia pela Universität Kassel - Alemanha. 

Renata Maraschin, Universidade de Passo Fundo

Programa de Pós-graduação em Educação. Filosofia da Educação. Doutoranda em Educação.

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Published

2017-12-28

How to Cite

Dalbosco, C. A., & Maraschin, R. (2017). Thinking the education at post-metaphysical times: the alternative of symbolic interactionism. Education, 42(3), 629–642. https://doi.org/10.5902/1984644424140

Issue

Educação, v. 42, n. 3, set./dez. 2017

Section

Continuous Demand

License

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