Cosmopolitismo, o Cidadão e os Processos de Abjeção: os duplos gestos da pedagogia
Resumo
O artigo diz respeito à produção cultural do cidadão. Defende que a escolarização acarreta um duplo gesto: a inscrição de teses cosmopolitas sobre a criança como futuro cidadão e processos de abjeção, e o banimento dos que constituem temores daquele futuro. Esse cidadão cosmopolita corporifica esperanças globais de uma humanidade unificada guiada pela razão e pela racionalidade, e dotada de hospitalidade para com os Outros. A unidade, contudo, incorpora divisões que distinguem as qualidades do cidadão em relação aos abjetos: grupos e indivíduos reconhecidos como tendo necessidade de programas especiais a fim de serem incluídos, ainda que diferentes e excluídos em virtude de seus modos de vida. As reformas escolares contemporâneas nos Estados Unidos e na Europa, assim como a pesquisa nesses países, inscrevem os duplos gestos: o cosmopolitismo inacabado e o imigrante urbano desfavorecido, e “a criança deixada para trás”, localizados em espaços intermediários entre a inclusão e a exclusão. O artigo conclui explorando a pesquisa orientada para a reforma, a qual projeta mudanças nas condições da escola ― mudanças essas que projetam as pessoas através de teses culturais.
Cosmopolitanism, the citizen and process of abjection: the double gestures of pedagogy
AbstractThis chapter concerns the cultural production of the citizen. It argues that schooling entails double gestures: the inscription of cosmopolitan theses about the child as the future citizen and processes of abjection, the casting out of those who constitute fears of that future. That cosmopolitan citizen embodies global hopes of a unified humanity guided by reason, rationality, and with hospitality to Others. The unity, however, embodies comparative divisions that distinguish the qualities of the citizen from those abjected; groups and individual recognized in need of special programs in order be included; yet different and excluded by virtue of their modes of life. Contemporary U.S. and European school reforms and research inscribe the double gestures: the unfinished cosmopolitanism and the urban, disadvantaged, immigrant, and “the child left behind” as in the in-between space of inclusion and exclusion. The third section explores reform oriented research that designs changes in the school conditions designs people though a comparative cultural theses.
Tadução de Helena Beatriz Mascarenhas de SouzaRevisão da tradução de Maria Manuela Alves Gacria
Cosmopolitanism, the citizen and process of abjection: the double gestures of pedagogy
AbstractThis chapter concerns the cultural production of the citizen. It argues that schooling entails double gestures: the inscription of cosmopolitan theses about the child as the future citizen and processes of abjection, the casting out of those who constitute fears of that future. That cosmopolitan citizen embodies global hopes of a unified humanity guided by reason, rationality, and with hospitality to Others. The unity, however, embodies comparative divisions that distinguish the qualities of the citizen from those abjected; groups and individual recognized in need of special programs in order be included; yet different and excluded by virtue of their modes of life. Contemporary U.S. and European school reforms and research inscribe the double gestures: the unfinished cosmopolitanism and the urban, disadvantaged, immigrant, and “the child left behind” as in the in-between space of inclusion and exclusion. The third section explores reform oriented research that designs changes in the school conditions designs people though a comparative cultural theses.
Tadução de Helena Beatriz Mascarenhas de SouzaRevisão da tradução de Maria Manuela Alves Gacria