Universidade líquida : discurso pós-moderno, ambivalências e práticas pedagógicas

Abstract

It investigates the post-modern discourse and its ambivalences to university pedagogical practices. It seeks to answer the following problem: what are the repercussions of the post-modernity discourse on the epistemology of pedagogical practices in universities? With a qualitative approach and the form of an essay, it adopts the theoretical-bibliographic research as a methodological procedure. This process is built on a theoretical basis that articulates discursive analysis based on Michel Foucault and the sociological narratives of Zygmunt Bauman and Boaventura de Sousa Santos. On the one hand, archeology and the genealogy of discourses were used in order to understand and indicate emergencies and origins of post-modern discourse, on the other hand, the sociologies of Bauman and Sousa Santos contributed to apprehend subsidies for reformulations in principles and purposes of contemporary university pedagogical practices. Thus, it has as its general objective: to understand the repercussions of postmodern discourse for the epistemology of pedagogical practices in universities. It specifically aims to: develop understandings of postmodernity as discourse; explore articulations between the discourse of postmodernity and contemporary social dynamics; indicate tensions from postmodern discourse to university pedagogical practices; offer pedagogical subsidies for these practices today. The research indicates that the power of postmodern discourse, combined with changes in capitalism, produces ambivalent ¿melts¿ in the conception of a modern university and in the rationality of pedagogical practices. Ambiguous processes that both encourage its orientation as a commercial organization and its reconstruction as a social institution with public character, promoting social and cognitive justice. Finally, it considers that the development and diffusion of critical-decolonial pedagogical rationalities can re-signify educational practices and policies with a view to overcoming the ¿ivory tower¿, conceptions that view the university as an elitist and traditional space for a few and a producer of dogmatic perspectives of knowledge.