Abstract

PETRY, Cleriston  and  CENCI, Angelo Vitório. Common: as a pedagogical principle. Educação. UNISINOS [online]. 2019, vol.23, n.3, pp.439-454.  Epub May 04, 2020. ISSN 2177-6210.  https://doi.org/10.4013/edu.2019.233.04.

The objective of this work is to reflect on the meaning of education through the concept of “common”, reproducing pedagogical propositions. For this purpose, we interpret “common” as a principle of action based on the works of Pierre Dardot and Christian Laval. The common may withstand the appropriator advance of neoliberal reason and the argumentation leads to the necessity of redefining the Law, as no longer coming from the legislative or governmental activity, but from the “common action”. Given that the authors do not systematically occupy themselves with the consequences of their study for the education, our proposal supposes that the scholar education may be one of the spaces/periods privileged to institute (or reinstitute) the common to the “free use”. Thus, we conduct our argumentation towards Hannah Arendt, rethinking the meaning of school as an introduction of the “newcomers” into the world through the pedagogical action that restitutes the “common” to the “free use”, to the extent that it places-in-common words, acts and the world (as contents) and it requires from the adults the “common action”.

Keywords : Common; Common action; Neoliberalism. Education.

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