Resumo

MASSON, Gisele. Neopragmatismo Rortyano e educação. Perspectiva [online]. 2013, vol.31, n.01, pp.235-260. ISSN 0102-5473.

This paper addresses U.S. philosopher Richard Rorty’s concept of education. It is the result of a theoretical study based on the principles of Marxist theory with the objective of shedding light on Rorty’s neopragmatism and its ramifications in the concept of education defended by the author. The text first presents central issues of both classical pragmatism and neopragmatism. It then analyses the implications of the neopragmatic concept of education developed by Rorty. It points out that Rorty’s concept of education as edification is divided into socialisation and individualisation, and its objective is to assure the transmission of only that which is safe for the maintenance and enhancement of society, which makes unviable the construction of an educational project that contributes to the development of strategies for overcoming capitalist society. Rorty proposes replacing the representational model of knowledge with a communicational model in which intersubjective understanding replaces objectivity.

Palavras-chave : Pragmatism; Neopragmatism; Education.

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