(dis)orientation in education
philosophy (un)compass for navigating uncertainty
DOI:
https://doi.org/10.12957/childphilo.2025.92339Palavras-chave:
orientação educacional, (des)orientação filosófica, comunidade de investigação, incertezaResumo
Em um panorama mundial em rápida evolução e marcado por convulsões políticas, econômicas e sociais, o papel – e significado – da educação nunca foi mais crítico. Não se trata apenas de transmitir conhecimentos ou preparar os estudantes para profissões predefinidas, mas de cultivar suas habilidades de navegar pela incerteza, promover a exploração de si mesmo e do outro e abraçar a investigação coletiva. Este artigo conjunto surgiu de uma conversa, em uma mesa redonda realizada na Conferência Mundial de Filosofia de 2025 a partir do tema da orientação, questionando um dos principais pressupostos sobre o papel da educação adotados nos quadros e políticas de desenvolvimento humano ocidentais. De fato, apesar dos numerosos e diversos modelos pedagógicos disponíveis, não há dúvidas sobre a evidenciada missão e objetivo da educação de orientar e guiar os jovens. Partindo dessa discussão, o objetivo do artigo é sintetizar percepções e sugestões sobre o efeito transformador e o potencial da investigação filosófica na educação, incorporando contribuições de várias experiências, perspectivas e aspirações para reimaginar o processo de (des)orientação educacional, dentro de um panorama de futuros improvisados. Destacam-se as implicações dessas perspectivas e propostas alternativas no remodelamento do currículo e das atividades de orientação escolar, enfatizando-se a importância da adoção de uma nova pedagogia da incerteza.
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