CONTRIBUIÇÕES DA CONTEMPORANEIDADE NA FORMAÇÃO DO SUJEITO DA EDUCAÇÃO

Abstract

This article is the result of academic discussions about contemporaneity, especially, the subject of education, which is born from the unveiling of meanings and tensions of post-modernity. Based on these aspects, the objective is to discuss the epistemological bases of modernity and contemporaneity in the formation of the subject of education, considering that education is transmuted according to social, political and cultural changes. Thus, it seeks to answer the following question: how can contemporary epistemological bases contribute to the formation of the subject of education, considering the obstacles of the modern paradigm? For this, works by authors such as Agamben (2009), Charlot (2009), Lima Júnior (2015), Foucault (2006, 2013), Hall (2006), Saviani (2011, 2013), Santos (2008), among others, to conduct theoretical discussions. Thus, this text is based on a qualitative approach, since emphasis was given to the subject, its relationship with contemporary education and, above all, the training that permeates this subject's life. In this sense, through a bibliographical research, concepts, ideas and scores are discussed in order to answer the question proposed here. As a result, there is a need to understand the student and teacher as a subjective, autonomous, creative and constantly changing being as an alternative to contemporary education. From the understanding of teachers and students as singular subjects (and not as mere characters in the uniform educational scene), it will be possible to redefine the educational panorama for another approach that enables a reflection on their place, in order to act on reality, realizing himself also as the subject of this process in his subjectivity.