O debate no limiar da Pedagogia Crítica e da Paideia retórica: cultivando cidadãos ativos

Fotini Egglezou

doi:10.47369/eidea-20-2-2780

Fotini Egglezou Hellenic Open University

DOI: https://doi.org/10.47369/eidea-20-2-2780

Palavras-chave: Debate, Argumentação, Ensino de argumentação, Pedagogia Crítica

Resumo

Este artigo focaliza duas abordagens pedagógicas distantes no tempo, que enfatizam a necessidade e a possibilidade de empoderamento dos alunos, tanto como indivíduos quanto como cidadãos: paideia retórica e pedagogia crítica. Em particular, pretendemos examinar se a troca de argumentos em um debate pode conectar a pedagogia crítica aos ensinamentos da paideia retórica clássica, que começa com o movimento sofista (Egglezou, 2017). Acreditamos firmemente que tal tentativa poderia contribuir para o empoderamento pedagógico dos estudantes como pensadores críticos e cidadãos ativos dentro do sistema educacional moderno.

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