文章基本信息

标题：Formação humana e exclusão social Repensando possibilidades, revigorando limites...
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作者：Gomercindo Ghiggi ; Avelino da Rosa Oliveira
期刊名称：Educação Unisinos
印刷版ISSN：2177-6210
出版年度：2007
卷号：11
期号：1
页码：22-29
DOI：10.4013/5682
语种：Portuguese
出版社：Educação Unisinos
摘要：This paper starts from some questions: why do we prefer the concepts of exclusion/inclusion to the detriment of oppression/liberation in educational analysis? Is it just a replacement of terms that is irrelevant to the social-educational project? Or has it rather to do with concepts that involve different social concepts and opposing educational projects? Does the pair included/excluded keep the emancipatory/revolutionary vigor found in Paulo Freire’s concepts of oppressed/oppressor? Or, on the contrary, does it look for a superficial accommodation which maintains the structural logic of the capitalist system? Based on these questions, we try to demonstrate, only provisionally, that the reflection on the concepts of exclusion and inclusion has been hasty and poor when they have been appropriated to constitute the basis of educational projects. Our belief is that, since these concepts originated in a theory designed to support the capitalist model, its task is to attenuate, rather than overcome, the profound and de-humanizing impact that results from the current model of production. Key words: education, oppression-liberation, exclusion-inclusion.
其他摘要：This paper starts from some questions: why do we prefer the concepts of exclusion/inclusion to the detriment of oppression/liberation in educational analysis? Is it just a replacement of terms that is irrelevant to the social-educational project? Or has it rather to do with concepts that involve different social concepts and opposing educational projects? Does the pair included/excluded keep the emancipatory/revolutionary vigor found in Paulo Freire’s concepts of oppressed/oppressor? Or, on the contrary, does it look for a superficial accommodation which maintains the structural logic of the capitalist system? Based on these questions, we try to demonstrate, only provisionally, that the reflection on the concepts of exclusion and inclusion has been hasty and poor when they have been appropriated to constitute the basis of educational projects. Our belief is that, since these concepts originated in a theory designed to support the capitalist model, its task is to attenuate, rather than overcome, the profound and de-humanizing impact that results from the current model of production. Key words: education, oppression-liberation, exclusion-inclusion.