Foucault e a atitude de modernidade

exigências para uma educação outra

Abstract

The following article resorts to the French philosopher Michel Foucault’s interpretation of Modernity as a critical attitude and as a philosophical task to invite us to think another type of Education. This alternative is associated with the project of a formation for emancipation and social justice apart from the entrepeneurshipment of institutions and subjugation of individuals. As a starting point of this philosophical meditation, we turn to the interrogation of this philosopher in pressupposing Modernity to be an attitude and not a time in History. Such interrogation is presented in the text of the conference What is critique?, from 1978, and is what marks the contemporariness of the conception of Modernity elaborated by Immanuel Kant and retrieved by Foucault. This essay is dedicated to aproach Foucault’s conception of critique, as a questioning and confronting strategy regarding the task of thinking present times as a tension, action and transformation of the abuses of government we can find in contemporary society, especially in the field of Education. The hypothesis developed is that the meaning of critique, understood as a capacity to interrogate the relations between power, truth and its effects on subjectivity. In order to do so, critique actualizes itself for Education as well as for the individuals as long as it acts toward the transformation of the institutional relationships with the individuals themselves.