educação para cidadania eco-social: facilitando práticas interconectivas e deliberativas e a metodologia corretiva para responsabilização epistêmica
DOI:
https://doi.org/10.12957/childphilo.2019.42794Palavras-chave:
cidadania ecossocial, cidadania cultural, responsabilização epistêmica, corretividade democrática, violência epistêmicaResumo
De acordo com Val Plumwood (1995), a democracia liberal é um sistema político autoritário, que protege privilégios mas falha em proteger a natureza. Um obstáculo importante, diz ela, é a desigualdade radical, cujo alcance se tornou inacreditavelmente longo sob a democracia liberal; um índice da “capacidade dos grupos privilegiados de distribuir bens sociais verticalmente e de criar uma rigidez que esconda a corretividade democrática das instituições sociais” (p. 134). Este conto cautelar tem repercussões para a educação, especialmente a educação cívica e para a cidadania. Para resolver isso, exploramos o potencial do que Gerard Delanty chama de "cidadania cultural" como uma alternativa à cidadania disciplinar que permeia o discurso liberal ocidental. A cidadania cultural enfatiza a cidadania como comunicação e processos contínuos de aprendizagem, rejeitando a ideia de cidadania como um conjunto fixo de ideais culturais, normas ou valores definidos e impostos pelas instituições legais, políticas e culturais da sociedade liberal, incluindo educação e "formação cidadã". No entanto, afirmamos que um primeiro passo crítico, essencial para a correção democrática, é eliminar os obstáculos criados pelo privilégio de uma posição epistêmica dominante. Concluímos que a filosofia de Plumwood, juntamente com o trabalho de John Dewey sobre democracia e educação, fornece um arcabouço teórico para a investigação democrática efetiva voltada para a prática interconectiva e deliberativa e a metodologia corretiva para a responsabilização epistêmica.Referências
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