PEDAGOGY AND THE POST-MODERN SCENARIO: ON THE POSSIBILITIES TO KEEP ON EDUCATING

Abstract

This article integrates the products of a study that investigated the repercussions of the scenario of post-modernity on the normative foundations of education, acknowledged the failure of the metaphysical grounding and secured the recognition that post-modernity is a fact. Within this scenario and for the purposes of this text, what matters is to examine the place of pedagogy as a field of circulation of discourses that seek to justify the pedagogical acting in the dispersed  contemporary scenario. For this, the text accomplishes an analysis of the theme from the contributions of philosophy of education and seeks to indicate that pedagogy of metaphysical and ideal nature is not only essentialist for, even though it operates with ideal considerations concerning the subject and the purposes of education, it knows that this is not accomplished unattended by the historical and concrete flow of the forces of the present. Therefore, it is impossible to concoct a pedagogy based only on the strength of daily life, or on the promises of the forthcoming future. Since there is no workaround nor a surpassing solution, wider and convening the best of each one, there remains the challenge of the primacy of the question that takes the hybrid nature of pedagogy itself as a starting point to be considered in the analysis, in defense that only a pedagogical discourse that be both possible and simple is feasible, regardless of its theoretical support.