Apropos of the sustainability and violence in Brazil: foundations for a future general didactics
Main Article Content
Keywords
Pedagogy, General Didactics, Radical and inclusive approach, Prospective education, Education, EducationTraining, Conscience
Abstract
This essay recognizes that both sustainability and violence are serious and conflicting social problems: one desirable and the other reprehensible. Both lend themselves to a direct approach from education and teaching. Radical and inclusive Pedagogy and General Didactics Radical and inclusive pedagogy consider in the foreground the roots of education, which are not usually seen or considered from the consensus pedagogical paradigms (positivist, interpretative and socio-critical). But it also includes the trunk, the branches, the leaves, the flowers, the fruits and the birds’ nests built in the tree, from a comprehensive approach based on complexity and awareness.
This work has a foundational and introductory character. It will not deal with direct teaching and education on sustainability and violence in Brazil. It will remain below, like water, between the roots and the substratum. The main objective is to elaborate a text with a double formative utility for those who want to know and be trained in the radical and inclusive approach to education (fourth paradigm of pedagogical knowledge), and for the practice of an education based on ego-consciousness, which does not yet exist. The work is not a painting. It has more to do with the preparation of a painting to be painted in the coming years. Therein lies its usefulness and its uselessness. Insofar as the inclusive radical pedagogical system is an elaboration of the author, his own sources will be cited, if they are the most pertinent.
References
Arboleda, J. C. (2020). Educar para la evolución de la vida humana y planetaria. Revista de la Red Iberoamericana de Pedagogía (REDIPE), 9(6), 51-65. https://revista. redipe.org/index.php/1/article/view/998
Arboleda, J. C. (2021). Hacia una didáctica comprensivo edificadora. Revista de la Red Iberoamericana de Pedagogía (REDIPE), 10(3), 30-79. https://doi. org/10.36260/rbr.v10i3.1218
Biesta, G. (2006). Beyond learning: democratic education for a human future. Paradigm Publishers.
Biesta, G. (2012). Giving teaching back to education: responding to the disappearance of the teacher. Phenomenology & Practices, 6(2), 35-49. https://doi.org/10.29173/ pandpr19860
Biesta, G. (2017). The rediscovery of teaching. Routledge.
Biesta, G. (2024). Desinstrumentalizando la educación. Teoría de la Educación. Revista Interuniversitaria, 36(1), 1-12. https://doi.org/10.14201/teri.31487
Blay, A. (1993). El trabajo interior. Técnicas de meditación. Índigo.
Blay, A. (2006). Ser. Índigo
Brasil (2017). Base Nacional Comum Curricular. Educação é a Base. Ministério da Educação. http://basenacionalcomum. mec.gov.br/images/BNCC_EI_ EF_110518_versaofinal_site.pdf
Buda (1997). Dhammapada o las enseñanzas de Buda. FCE.
Cebes (1995). Tabla. Disertaciones. Fragmentos. Gredos.
Dogen Zenji (1989). Shōbōgenzō (La naturaleza de Buda). Obelisco.
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. Mindfulness, 3, 174–189. https://doi. org/10.1007/s12671-012-0101-x
Erasmo de Rotterdam (2011). Elogio de la estupidez. Akal.
Fernández Pérez, M. (1995). La profesionalización del docente. Perfeccionamiento investigación en el aula, análisis de la práctica. Siglo XXI.
Fichte, J. G. (1801). Fundamento de toda la doctrina de la ciencia (como manuscrito para sus oyentes) (2ª ed.). Juan Cruz Cruz (e.o.: 1794). https://philosophicalimpressions.com/ wp-content/uploads/2017/01/fichtedoctrina-de-la-ciencia-1794.pdf
Gadamer, H. G. (2000). La educación es educarse. Paidós.
Gairín, J. & Ion, G. (2021). Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Narcea.
Goleman, D. (1987). La meditación y los estados superiores de consciencia. Sirio.
Gómez Ramos, A. (2014). La paradoja de la estupidez. Espaço Pedagógico, 21(1), 61-79. http://dx.doi.org/10.5335/rep. v21i1.3873
González Jiménez, F.E. (2008). Qué es y de qué se ocupa la Didáctica: Sus fundamentos y métodos. En A. de la Herrán, & J. Paredes (Coords.), Didáctica General. La práctica de la enseñanza en educación infantil, primaria y secundaria (pp. 1-26). Mc-Graw-Hill.
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.