Resumo

RIBAS, Maria Cristina Cardoso. (Pós)modernidade e processos formativos: a saudável (in)consistência dos castelos de areia. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2011, vol.20, n.36, pp.227-241. ISSN 0104-7043.

The so-called postmodernity is about the crisis of European thought: hermeneutics, structuralism, critical theory, analytical philosophy, notions of subject, nihilism, types of knowledge and consequences in the educational field. Authors and schools are considered from the point of view of continuity or rupture, the latter identified with the postmodern thought (MARCONDES, 2008). Such dichotomy is shaken when the paradox dissolves the binarism in thought. We refer to the changes in rational thought at the twilight of modernity (VATTIMO, 1998), chiefly after God’s death proclaimed by Nietzsche. Ethics and politics are entrusted to technicians, democracy to experts, contexts are haunted by the ghost of violence (PECORARO, 2005). As educators, we need to rethink violence as non-dialogue, which means that scientific truths are not absolute. The crisis of dichotomies pushes history forward and stimulates identity reconstitution, a process not exclusive to the present times. The postmodern is a manner of acting in the world and less a category associated with temporal linearity. Such formulation activates the individual, allowing him to reinterpret himself and the world around him as well as change it. This work aims at understanding the effects of these transformations, contextualizing experiences in which identities are built (JOSSO, 2004) and rethinking literature in the inconsistent postmodern condition.

Palavras-chave : Postmodernity; Change; Experience; Literature.

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