Les ambiguïtés sociales du progressisme pédagogique de John Dewey
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2019-05-31
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University of Lusophone Humanities and Technology
Resumo
Muitos investigadores hoje tendem a estudar principalmente nas dimensões democráticas da progressividade educacional de John Dewey e em sua atual relevância para questionar os debates sobre a escola na França. A noção de progressismo pedagógico, particularmente na forma defendida por Dewey, é assim freqüentemente apresentada como intimamente interdependente, se não consubstancial, de um processo de democratização em questões sociais. O objetivo deste artigo é questionar essa interpretação, destacando as ambiguidades sociais do progressismo pedagógico do John Dewey na virada dos séculos XIX e XX nos Estados Unidos. Ao estudar a relação entre as escolhas políticas, filosóficas e educacionais do filósofo, este artigo mostra que não podemos considerar o progressismo pedagógico do Dewey sem analisar, questionar e discutir as ambiguidades sociais que ele transmite.
Many education researchers today tend to focus primarily on the democratic dimensions of John Dewey’s pedagogical progressivism as well as its relevance to the ongoing debates on French schooling. The notion of pedagogical progressivism, especially in its deweyan form, is thus often viewed as closely intertwined, if not consubstantial, with democratic ideas and processes in social matters. This article aims at questioning this view by highlighting the social ambiguities of Dewey’s pedagogical progressivism at the turn of the nineteenth and twentieth century in the United Sates. By studying the relationship between the philosopher’s political, philosophical and educational choices, this article shows that one cannot consider Dewey’s pedagogical progressivism without analyzing, questioning and discussing its inherent social ambiguities.
Many education researchers today tend to focus primarily on the democratic dimensions of John Dewey’s pedagogical progressivism as well as its relevance to the ongoing debates on French schooling. The notion of pedagogical progressivism, especially in its deweyan form, is thus often viewed as closely intertwined, if not consubstantial, with democratic ideas and processes in social matters. This article aims at questioning this view by highlighting the social ambiguities of Dewey’s pedagogical progressivism at the turn of the nineteenth and twentieth century in the United Sates. By studying the relationship between the philosopher’s political, philosophical and educational choices, this article shows that one cannot consider Dewey’s pedagogical progressivism without analyzing, questioning and discussing its inherent social ambiguities.
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Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, PEDAGOGIA, TEORIAS DA APRENDIZAGEM, PRÁTICAS EDUCATIVAS, ESTADOS UNIDOS DA AMÉRICA, DEWEY, JOHN, EDUCATION, PEDAGOGY, LEARNING THEORIES, EDUCATIONAL PRACTICES, UNITED STATES OF AMERICA
Citação
Alix, S A 2019, 'Les ambiguïtés sociales du progressisme pédagogique de John Dewey', Revista Lusófona de Educação, vol. 43, no. 43, pp. 119 - 133. https://doi.org/10.24140/issn.1645-7250.rle43.08