Philosophy and citizenship: between affirmation and training
Ethical and citizen education is one of the fundamental pillars of modern Latin American schools. Since the beginning of the nineteenth century, intellectuals and politicians have seen school as a special locus for the social and political formation of their inhabitants. Several authors defend, in d...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730 |
| _version_ | 1801706450576211968 |
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| author | Durán, Maximiliano Martins, Fabiana Fernandes Ribeiro |
| author_facet | Durán, Maximiliano Martins, Fabiana Fernandes Ribeiro |
| author_sort | Durán, Maximiliano |
| collection | OJS |
| description | Ethical and citizen education is one of the fundamental pillars of modern Latin American schools. Since the beginning of the nineteenth century, intellectuals and politicians have seen school as a special locus for the social and political formation of their inhabitants. Several authors defend, in different perspectives, that school is a type of citizenship machine. Even though political and institutional changes have taken place in the last two hundred years, we argue that this idea still remains valid. The school understood as a citizenship machine supposes a type of distance between the formed citizen and the one that is not yet formed. This distance is based on a conception of equality as an objective to be achieved. According to this way of conceiving citizenship, children are not equal to educated citizens. In other words, the citizenship which is affirmed by school is that one that has to be formed through the educational process. The question that inspires our work is: who are those we call citizens, those to whom our pedagogical efforts are directed? |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9730 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-97302021-07-13T04:16:22Z Philosophy and citizenship: between affirmation and training Filosofía y ciudadanía: entre afirmación y formación La philosophie et la citoyenneté : entre l’affirmation et la formation Filosofia e cidadania: entre afirmação e formação Durán, Maximiliano Martins, Fabiana Fernandes Ribeiro citizenship, equality, school ciudadanía, igualdad, escuela citoyenneté, égalité, école cidadania, igualdade, escola Ethical and citizen education is one of the fundamental pillars of modern Latin American schools. Since the beginning of the nineteenth century, intellectuals and politicians have seen school as a special locus for the social and political formation of their inhabitants. Several authors defend, in different perspectives, that school is a type of citizenship machine. Even though political and institutional changes have taken place in the last two hundred years, we argue that this idea still remains valid. The school understood as a citizenship machine supposes a type of distance between the formed citizen and the one that is not yet formed. This distance is based on a conception of equality as an objective to be achieved. According to this way of conceiving citizenship, children are not equal to educated citizens. In other words, the citizenship which is affirmed by school is that one that has to be formed through the educational process. The question that inspires our work is: who are those we call citizens, those to whom our pedagogical efforts are directed? La formación ética y ciudadana se constituye como uno de los pilares fundamentales de las escuelas modernas latinoamericanas. Desde los inicios del siglo XIX, intelectuales y políticos ven en la institución escolar el medio adecuado de formación social y política de sus habitantes. Algunos autores asumen, desde diversas perspectivas, la escuela como una especie de máquina de ciudadanía. Según nuestro punto de vista, más allá de los cambios políticos e institucionales ocurridos en los últimos doscientos años, esta idea continúa vigente. La escuela entendida como máquina de ciudadanía supone una especie de distancia entre el ciudadano formado y aquel que aún no lo está. Dicha distancia se sostiene en una concepción de la igualdad como objetivo. De acuerdo con esta forma de pensar la ciudadanía, los niños no son iguales a los ciudadanos formados. En el mejor de los casos, la ciudadanía que afirma la escuela es, al menos en sus inicios, incompleta, inacabada y debe ser formada. La pregunta que inspira nuestro trabajo es: ¿quiénes son aquellos que llamamos ciudadanos, aquellos a los que nuestros esfuerzos pedagógicos están dirigidos? La formation éthique et citoyenne constitue l'un des piliers fondamentaux des écoles modernes latino-américaines. Depuis le début du XIXe siècle, les intellectuels et les hommes politiques considèrent les institutions scolaires comme le moyen approprié de formation sociale et politique de leurs habitants. Plusieurs auteurs perçoivent l'école, à partir de perspectives différentes, comme une sorte de machine de citoyenneté. Selon nous, au-delà des changements politiques et institutionnels intervenus au cours des deux cents dernières années, cette idée est toujours en vigueur. L'école entendue comme une machine de citoyenneté suppose une sorte de fossé entre les citoyens éduqués et ceux qui ne sont pas encore éduqués. Ce fossé est fondé sur une conception d'égalité en tant qu'objectif. Conformément à cette manière de concevoir la citoyenneté, les enfants ne sont pas égaux aux citoyens éduqués. Au mieux, la citoyenneté affirmée par l'école est, du moins en principe, incomplète, inachevée, et elle doit être éduquée. La question qui inspire ce travail est : qui sont ceux que l'on appelle des citoyens ? Est-ce qu'ils sont ceux pour lesquels nos efforts pédagogiques sont faits? A formação ética e cidadã se constitui como um dos pilares fundamentais das escolas modernas latino-americanas. Desde o início do século XIX, intelectuais e politicos vêm na instituição escolar um meio adequado para a formação social e política de seus habitantes. Alguns autores defendem, a partir de perspectivas diversas, a escola como um tipo de máquina de cidadania. Segundo nosso ponto de vista, para além das mudanças politicas e institucionais ocorridas nos últimos duzentos anos, essa ideia continua vigente. A escola entendida como máquina de cidadania supõe um tipo de distância entre o cidadão formado e aquele que ainda não está formado. Essa distância está sustentada numa concepção de igualdade como objetivo a ser alcançado. De acordo com esse modo de pensar a cidadania, as crianças não são iguais aos cidadãos formados. No melhor dos casos, a cidadania que a escola afirma é, pelo menos no início, incompleta, inacabada e deve ser formada. A pergunta que inspira nosso trabalho é: quem são aqueles que chamamos de cidadãos, aqueles aos quais nossos esforços pedagógicos estão dirigidos? Universidad Pedagógica y Tecnológica de Colombia 2019-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730 10.19053/22160159.v10.n23.2019.9730 Praxis & Saber; Vol. 10 No. 23 (2019): Filosofía para niños, ciudadanía y experiencia filosófica; 199-214 Praxis & Saber; Vol. 10 Núm. 23 (2019): Filosofía para niños, ciudadanía y experiencia filosófica; 199-214 Praxis & Saber; Vol. 10 No 23 (2019): Filosofía para niños, ciudadanía y experiencia filosófica; 199-214 Praxis & Saber; V. 10 N. 23 (2019): Filosofía para niños, ciudadanía y experiencia filosófica; 199-214 Praxis & Saber; v. 10 n. 23 (2019): Filosofía para niños, ciudadanía y experiencia filosófica; 199-214 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730/8112 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730/8886 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730/9070 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730/9045 Derechos de autor 2019 Maximiliano Durán, Fabiana Fernandes Ribeiro Martins |
| spellingShingle | citizenship, equality, school ciudadanía, igualdad, escuela citoyenneté, égalité, école cidadania, igualdade, escola Durán, Maximiliano Martins, Fabiana Fernandes Ribeiro Philosophy and citizenship: between affirmation and training |
| title | Philosophy and citizenship: between affirmation and training |
| title_alt | Filosofía y ciudadanía: entre afirmación y formación La philosophie et la citoyenneté : entre l’affirmation et la formation Filosofia e cidadania: entre afirmação e formação |
| title_full | Philosophy and citizenship: between affirmation and training |
| title_fullStr | Philosophy and citizenship: between affirmation and training |
| title_full_unstemmed | Philosophy and citizenship: between affirmation and training |
| title_short | Philosophy and citizenship: between affirmation and training |
| title_sort | philosophy and citizenship between affirmation and training |
| topic | citizenship, equality, school ciudadanía, igualdad, escuela citoyenneté, égalité, école cidadania, igualdade, escola |
| topic_facet | citizenship, equality, school ciudadanía, igualdad, escuela citoyenneté, égalité, école cidadania, igualdade, escola |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9730 |
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