Resumo

CASSOL, Claudionei Vicente. AMBIVALENCE, EDUCATION AND SOLIDARITY IN DIALOGUE: formation path for plurality. Revista Teias [online]. 2022, vol.23, n.68, pp.307-319.  Epub 13-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.60595.

The shared times of this liquid modernity call for reflections that thematize alternatives to combat the increasing wave of violence, depolitization, seizing and decommitment of the thought and scientific construction, of the humanitarian rationality. Being ready for dialogue and solidarity educates through commitment to life and enriches experiences. In view of the theme of education, knowledge and identity in the world of socio-cultural plurality, from the perspective of social philosophy, the objective is to look at welcoming as a starting point for plurality and ecological commitment, in the pluralizing hermeneutic perspective without the pretension of fundamentals and teleological solutions, but purposeful intentions. The Bauman pluralizing hermeneutic perspective is assumed and, by its influence, dialectically, it is brought close to the perspectives without the intention to present teleological foundations and solutions, but bringing to the discussion intents of proposals. The theoretical ways are built from the ambivalence/plurivalence, taken as paradigmatic categories from Bauman and potentially full of meanings to expand comprehensions about the educative process as possibilities of construction of knowledge from the dialogical relations, emotional, welcoming, sensitive to the plurality and engaged to human links.

Palavras-chave : education; solidarity; dialogue; Zygmunt Bauman; ambivalence/plurivalence.

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