The contemporary teacher
teaching as a social principle
DOI:
https://doi.org/10.48075/rt.v17i3.31876Keywords:
Educator, Teacher, Plato, Education, PedagogyAbstract
Education in contemporary times is transforming concerning its conceptualization and attribution of meanings. Understanding such transformations and new demands is characterized as one of the roles of today's educators and teachers, as this movement opens new paths for their resignification and, why not, reinvention. Therefore, it is worth reflecting on the certainties and uncertainties that the new digital humanity, one of the most significant aspects of the change mentioned above, here assumed as a consequence of the re-ontologization of the contemporary subject, will bring to Education, analyzing both its historical context and the social. In this sense, the scope of this article is to share a theoretical systematization about the origin of the term “educator” and its consequences for Education in contemporary times. As a methodological path for constructing this reflection, we use the texts of Isocrates and the Platonic discussion about the origin of the term educator and its function in Greek society to coordinate regarding aspects of contemporary Education. In addition to a conclusion, this text proposes a comparative table between the educator's performance in the post-Homeric period and their performance today. As a suggestion for future reflections, we bring an outline of thought that guides the theoretical assumptions of Education and the need to reflect on a new ontological characterization.
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