Resumo

DUNLEY JR., José Paulo Coutinho. De Sócrates ao ciberespaço: questões em educação para o terceiro milênio. Ensaio: aval. pol. públ. educ. [online]. 1995, vol.03, n.09, pp.421-432. ISSN 0104-4036.

At the threshold of third millennium the sciences of Education cannot heal but to show the marks of a newly shaped reality: a future that has to be unearthed from the multifaceted legacy that accompanies Education - which we categorize as an enigma rather than reducing it to a mere probability of eventual success along the uneven route of pedagogic thought and practice. We undertook a reading that simultaneously considered the irreductible uncertainly of a wide temporal horizon, i.e., the one beginning with the new century, but as veritable hermeneutics, deciphered a few signals, equally real, and in this sense prospective of the reality we now wish to surmise. To that effect we chose a threefold axis of investigation, the heritage of Greek thought, which reinvigorates some of the purposes of the pedagogic rationale, at the same time referring it to the old and central issue of the problems attending upon the symbolic, inherent and previous to any discussion regarding the subject or intersubjective relation, and correlate concepts. Notwithstanding, a second axis seems to take the reverse route; if we place ourselves abruptly in modernity we come across not with Topos Uranos, platonic, but rather with infosphere, from where spring many issues educators can no longer ignore: just in lime and on demand learning generate new concepts as well as bring on crises in the traditional pedagogic relationship, handling over to the student himself - so far unsought of the possibility of learning. Previously, only the responsibility for learning was handed over, at best. The space of that crises has the exact dimensions of the cyberspace. Finally, the third axis, as we see, it is the institutional one  In spite of the sizable, and at time scholarly discussions on citizenship, we can detect the regrettable lack of regulatory norms concerning not only this right but also other rights. No thought on Education is possible today or in the future, in whatever aspect - if divorced from juridical thinking. Having looked into the Constitutional Law, we analyse the teacher's role in the light of individual and collective rights and privileges warranted by the Republic's Chart, as well as in the light of the Constitutional Amendments.

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