Resumo

DALBOSCO, Claudio Almir  e  DORO, Marcelo José. ONTOLOGY OF POST-HUMANIST EDUCATION IN HEIDEGGER AND FOUCAULT. ETD - Educ. Temat. Digit. [online]. 2019, vol.21, n.1, pp.63-83.  Epub 24-Out-2018. ISSN 1676-2592.  https://doi.org/10.20396/etd.v21i1.8650840.

Formative educational processes refer to ways of understanding the human being. The broad western philosophical-pedagogical tradition is marked by the concept of the human being as an immovable substance, from which derived the notion of education as a blossoming of ready-made potentialities present in human interiority. This way of thinking justified the vertical relationship between educator and learner, placing exclusively in the hands of older generations the power to decide on the future of younger generations. Drawing on Martin Heidegger's fundamental ontology and Michel Foucault's ontology of the present, this essay seeks to deconstruct the notion of human nature as essence. Divided into three parts, first the essay investigates aspects of the destruction (Destruktion) of the history of the ontology undertaken by Heidegger, presenting his understanding of the human being as historicity. Then, the essay reconstructs the double movement that underpins Foucault's ontology of the present, namely philosophy as critical investigation of the present and simultaneously as a questioning of the subject that investigates this present. Finally, the essay seeks to outline some aspects of the ontology of post-humanist education, evidencing that the historicity of Dasein inspired the consideration of minority as a great ontological debt of subjects to themselves. It also states, in this context, how much the transition to adulthood depends on the subjects’ educational work with themselves in their relation of existence with the world.

Palavras-chave : Human being; Human education; Historicity; Care of oneself; Openness.

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