Moral education in the context of complex and plural societies

Author(s)

Maurício Rebelo Martins

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação
• Defense date: 0000-00-00

Examining board members

Pedro Laudinor Goergen; Antônio Álvaro Soares Zuin; Claudio Almir Dalbosco; Luiz Roberto Gomes; André Luiz Paulilo

• Advisor: Pedro Laudinor Goergen

Abstract

The present work has the purpose to think the moral education and consequently the educational institutions in the complex and plural context of our societies. My theoretical instigation is registered in the tradition of the Critical Theory with the clear option of the defense of the public education committed to the survival and consolidation of democracy. With the contribution of the Theory of the Recognition of Axel Honneth, argument that, well or badly, any education is a moral education and that this is an essential theme of any educational project. In other words, there is not, in fact, a neutral education since all model education is founded in determined ideals and values. In the thesis route, I show how educational institutions allowed themselves to be guided by what I will call zombie pedagogy. The unilateral compromise with the professional education and the invasion of the new technologies of the information and communication has turned the classrooms into environments where they get useful and instrumental knowledge. Automated and mechanics, similar to a factory, the educational institutions violated subjective and relational nature of children, denying two of its most fundamental skills: the ability to criticize and to cooperate. For the purposes of an appropriate presentation of the research objectives, the text will have the following structure. In the first chapter, Complex and plural societies, I try to present a diagnosis of societies of the present, based on the work of important thinkers such as Edgar Morin, Niklas Luhmann, Luc Boltanski and Éve Chiapello, Zygmunt Bauman, Gilles Lipovetsky, Ulrich Beck, Stuart Hall and Axel Honneth, that highlight the principal characteristics of the complex and plural societies. In the second chapter, The education in the complex and plural societies, my objective is to analyze the consequences of socio-cultural perspective for the education and his institutions. Already in the third chapter, The Theory of the Recognition of Axel Honneth, the objective is to present his principal concepts and more recent theoretical developments. I try to detach his principal ideas and what is, in my reading, the thread of his intellectual production: that the conquest of the autonomy depends on the intersubjective formation of our identity. And, finally, in the fourth chapter, Moral education as democratic education, the goal is to analyze the principal blockades to the autonomy in the educational institutions, visualizing, also, potential points of emancipatory escape present in the educational reality. In this sense, I try to gather arguments in defense of moral education as a democratic education. The present research is a bibliographic nature. From a methodological point of view, I have chosen the philosophical hermeneutics. Focused on critical analysis and reconstructive of selected materials, seek to interpret them in a pedagogical and philosophical perspective. The methodological procedures used are reading, critical notes, the data analysis and writing of the thesis. Finally, prioritized the works of Axel Honneth as a primary source and the prominent thinkers and commentators important for the development of the argument as secondary (AU)

• FAPESP's process: 12/12060-5 - The moral education in the context of complex and pluralistic societies
• Grantee: Maurício Rebelo Martins
• Support Opportunities: Scholarships in Brazil - Doctorate