Education and Public Space in Hannah Arendt: a conceptual-political-philosophical plot against LEI Nº 13.415, which removed the compulsory discipline of Philosophy
Keywords:Education; Policy; Educational Reform; Philosophy.
The present work aims to analyze the political-philosophical reflection of Hannah Arendt who, in a tone of criticism of the solipsistic model of foundation that emerged in modernity and to affirm her thinking, confronts her by seeking the inspiration of the classical political tradition for her inspiration. Arendt brings to the surface the concept of Public Space as essential to establishing a true political experience. Methodologically based in the bibliographical analysis of works such as The Human Condition, this work brings fundamental elements to the reflection on education in face of the current challenges in the educational field. The being to assert itself in the political space is aided by word and action as an educational process and at the same time forging the public debate that constitutes the very foundation of the political life of the 'educated subjects', in this sense, the current educational reform denies the school this space by removing the compulsory nature of disciplines such as Philosophy. The present study attempts to broaden the discourse about Philosophy in the school, without its aid the education of future generations, the 'new' who come to the world by birth are compromised in their access to the common world. From the perspective of Arendtian thinking, looking back to its origins in the classical tradition and passing through the other forms of its approach with emphasis in education in the essay titled 'The crisis in education' Arendt establishes the focus of this criticism. We conclude that the Arendtian reflection enables us to perceive elements that will help us to establish an analysis of the real obscurantist goals of the current reform that continues the sad history of intermittence in the Teaching of Philosophy in Brazilian education.
ALMEIDA, Vanessa Sievers de. Educação em Hannah Arendt: Entre o mundo deserto e amor ao mundo. São Paulo: Cortez, 2011.
ABREU, Maria Aparecida. Hannah Arendt e os limites do Novo. Rio de Janeiro: Azougue Editorial, 2004.
ARENDT, Hannah. O que é Política? [editoria, Ursula Ludz]; trad. Reinaldo Guarany - 6ª ed. Rio de Janeiro: Bertrand Brasil, 2006.
ARENDT, Hannah. A Condição Humana. Trad. Roberto Raposo, revisão técnica: Adriano Correia. – 11ed. - Rio de Janeiro: Forense Universitária, 2013.
ARENDT, Hannah. Entre o Passado e o Futuro. Trad. Mauro. Barbosa. São Paulo: Perspectiva, 2011.
ARENDT, Hannah. Da Revolução. São Paulo: Ed. Ática & Ed. Universidade de Brasília, 1998.
ARISTÓTELES. Política. São Paulo: Ed Nova Cultural, 1999.
LAFER, Celso. Hannah Arendt: Pensamento e Persuasão e Poder. 2ª ed., ver. e ampl. – São Paulo: Paz e Terra, 2003.
LUNA, Sergio Vasconcelos de. Planejamento de pesquisa: uma introdução. São Paulo: Ed. Educ, 2002.
NIQUITO, Thais Waideman e SACHSIDA, Adolfo. Efeitos da inserção das disciplinas e filosofia e sociologia no ensino médio sobre o desempenho escolar. 2018. Disponível em: <<http://www.ipea.gov.br/portal/index.php?option=com_content&view=article&id=33067&Itemid=433>> Acesso em 10 de Maio de 2018.
ROBIENET, Jean-François. O Tempo do Pensamento. Trad. Benôni Lemos. São Paulo: Paulus, 2004.
How to Cite
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.