Formação e homeschooling

Controvérsias

Datos Bibliográficos

ID3949263
AutoresCledes Antonio Casagrande (0000-0003-1499-1661, Universidade La Salle), Nadja Hermann (0000-0003-3823-7057, Universidade Federal do Rio Grande)
Año2020
Volumen15
Páginas1-16
Fecha de publicación2020-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPraxis Educativa (JOURNAL)
Identificadores de la revistaISSN: 1809-4031 • E-ISSN: 1809-4309
EditorialUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.14789.032
OpenAlexW3011778806
IdiomaPT
Citas recibidas6
Referencias citadas10

This paper, in essay format and oriented towards the philosophy of education, discusses the issue of homeschooling from the perspective of socialization processes and the formative potential inherent to interaction. Its purpose is to question the possible implications of a limited education regarding the process of meeting, opening and coexistence with each other. Therefore, the theoretical contributions of Mead and Habermas are used, especially the notions of socialization and individuation, symbolic interaction and communicative action. With the help of Waldenfels, the dimension of strangeness from the other is explained, which challenges the subject to openness and the recognition of alterity. Finally, the paper shows that situations of restriction of education to the family environment, or homeschooling, denote the loss of the formative potential inherent to interaction and encounter with others, meaning a narrowing of the educational process. Keywords: Education. Alterity. Homeschooling

Alterity · Epistemology · Formative assessment · Home education · Individuation · Openness to experience · Pedagogy · Psychoanalysis · Resocialization · Social science · Socialization · Sociology · Computer Science · Cultural, Media, and Literary Studies · Diverse Education Studies and Reforms · Philosophy · Psychology · Psychology and Mental Health · Social Psychology