Resumen

DALBOSCO, Cláudio Almir  y  MARASCHIN, Renata. Thinking the education at post-metaphysical times: the alternative of symbolic interactionism. Educação. Santa Maria [online]. 2017, vol.42, n.3, pp.629-642. ISSN 1984-6444.  https://doi.org/10.5902/1984644424140.

The article reflects on the importance of symbolic interactionism fou nded by Georg Herbert Mead (1863-1931) to think education in plu ral and complex social context, marked by post-metaphysical ways of thinking. It is divided into two parts. In the first the concepts of edu cation as "extracting from within an essence given a priori" (traditio nal metaphysics conception) and as symbolically mediated interaction (post-metaphysical conception) are reconstructed. In the second, the conceptual core of the symbolic interactionism that is important to think about education in the contemporary context is investigated. Jus tifies the importance of the human action understood as symbolically mediated interaction to think the education as a mutual recognition process, to confront the contemporary individualism represented by Self fragmentation. Finally, it seeks to extract from the reflection on the linguistic constitution of the Self some ethical references to con temporary education.

Palabras clave : Georg Herbert Mead; Symbolic Interactionism; Self; Symbolic Action; Education.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )