A teoria do reconhecimento de Axel Honneth e suas implicações para o ensino de filosofia

Abstract

Thinking about the relationship between philosophy and education takes us back to the tradition of philosophy itself as a contemplative and critical attitude that shapes ethical and political reality. The proposal for a theoretical-methodological discussion about its practice is imposed by the need to consolidate the importance of its teaching, going beyond the boundaries of an imposition of pre-established content from curricular practice with the teaching of Philosophy and redefining, through the exercise of dialogue and the praxis of argumentative conversation, the construction of skills and competencies for the teaching and learning of philosophizing in basic education. The study of this doctoral thesis has a quantitative and qualitative approach, as it focuses on analyzing 10 (ten) theses from PROFFILO-UFPE – Teaching in Philosophy. In addition to quantifying the disseminated production, it aims to identify the types of productions and the themes studied. Regarding the type of methodological study, it is a state of the art because it has an investigative bias of a bibliographic nature that maps scientific productions in accordance with a given area to answer how knowledge is at a given moment, starting from a central problem: the nature of the teaching of Philosophy in High School and the possibilities of its dialogue with Axel Honneth's Theory of Recognition. The most influential representative of the third generation of the Frankfurt School - Axel Honneth (1949) - returning to the young Hegel of the Jena period (1801-1806) and empirically confronting him with Mead's social psychology, develops his critical social theory with conflict as its central core. The struggle for recognition becomes the moral grammar of social conflicts, that is, this struggle is understood as an ethical act. With this, Honneth wants to formulate a critical social theory with a normative focus that starts from a concept of struggle motivated by moral feelings of injustice. Understanding Honneth's theses makes it possible to perceive a deep link between conflict and formation. In general terms, one can perceive the argument that the formation of individual subjective identities presupposes reciprocal recognition between subjects and that disrespect causes deformations. According to the author, there are three forms of recognition that are distinguished by the degree of autonomy that the subject possesses, but also three forms of disrespect. When Honneth addresses the concepts of socialization and self-realization, it is also possible to perceive a deep link with the theme of formation. In this case, the socialization or interaction of the subject occurs from conflictive processes motivated by the breaking of socially established normative expectations. Dialoguing with Axel Honneth's Recognition Theory is a task that has not yet been explored in the field of education. However, this thesis seeks to present the author and his spheres of knowledge as a good practice for education, demonstrating that there are already positive applications of Axel Honneth's ideas in education, as confirmed by the experiences in Educational Practice Interventions brought in Master's dissertations from PROFFILO-UFPE analyzed in this work.