As práticas educativas da antiguidade à contemporaneidade: uma reflexão a partir da visão pós-crítica

Abstract

The function of teaching is confused with the history of humasnity. Analyzing those involved in the education process allows us to reflect on their path and practices. With this objective, in this paper some problematizations involving the art of teaching are made. In this context, at first a brief history of this practice is presented in the main ancient civilizations; Then, it discusses the school and the school curriculum in contemporaneity, as well as the student and the actions of the teacherin this curriculum. The basis for the development of this study is supported by authors such as: Marrou (1975), Piletti and Piletti (2018), Manacorda (2010), Popkewitz (1994, 2001), Silva (1996, 2019), Foucault (1995, 1998, 2005), Gallo (2002) and Varela (2000). The reflection shares the Foucaultian principle that educational policies are, by their nature, normative discourses for the purpose of managing populations. We realize that although the school is considered a democratic space, within a post-critical view, its history and practices are far from it.