repensando o papel democrático da educação a partir do infantismo
DOI:
https://doi.org/10.12957/childphilo.2024.82252Palavras-chave:
infantismo, educação democrática, injustiça epistêmica, democracia esporádicaResumo
Existe uma forte tendência, tanto na teoria quanto na prática, a considerar que o papel democrático da educação é equipar os estudantes com atributos específicos presumidamente necessários para a vida democrática. As discussões, portanto, giram em torno de identificar os valores, as habilidades e as capacidades requeridas para participar da democracia, assim como os tipos de esforços educativos que melhor a fomentam. O que sustenta tais discussões é a suposição de que a criança é inerentemente incompleta, o que, argumento, leva a um beco conceitual sem saída. Neste artigo, exploro como o conceito de infantismo pode ampliar o quadro epistemológico para compreender e teorizar sobre o papel democrático da educação. Usando o conceito de Biesta e Rancière de democracia esporádica, junto com a teoria de injustiça epistêmica de Fricker, discuto o caso de uma escola estadual dinamarquesa onde um professor assedia um estudante. Argumento que a percepção da criança como um ser faltante faz com que as crianças sofram injustiças epistêmicas sistêmicas (e outras injustiças), uma vez que incidentes de adultos assediando crianças podem passar sem ser nomeados nem reconhecidos. O potencial dano a longo prazo é a perda de confiança em suas capacidades de conhecer, interpretar e compreender o mundo. Argumento que isso também significa uma perda de possíveis reivindicações de igualdade baseadas na percepção individual e social de injustiça; uma perda que prejudica a qualidade democrática da sociedade. O artigo propõe um giro infantista na pesquisa sobre o papel democrático da educação. O infantismo permite um avanço hermenêutico que pode gerar novas discussões sobre as normas acadêmicas, sociais e políticas em relação à questão da democracia e da educação.
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