Resumen

ORLANDO DA SILVA, Fabio Wellington. Socratic Dialectic and the learn-teaching relation. Ciênc. cogn. [online]. 2011, vol.16, n.1, pp. 058-074. ISSN 1806-5821.

Abstract We discuss the topicality of Socratic dialectic in the learn- teaching context and Jacotot's perception about that, especially from Rancière, seeking to determine the possible motivations of their divergences. The mainly categories of analysis are Mead's conceptions of competition, cooperation and rivalry; Dascal's dispute, discussion and controversy; Jacotot's ignorant and brute schoolmaster. Competition and cooperation are behavior oriented toward a goal, socially determined, and it is the relationship to the goal that holds the individuals together or not; rivalry is a behavior oriented toward another human being, whose worsting is the primary goal. The primary goal of dispute is the beat of adversary; controversy, persuation; discussion, determination of the truth. We conclude that the divergence is due to the fact that Jacotot, in his analysis about Socratic dialectic, in the way of ignorant/brute schoolmaster dichotomy, doesn't recognize the relevance of the instauration of the concept principle for the construction of knowledge and doesn't distinguish between competition and rivalry, dispute and discussion. © Cien. Cogn. 2011; Vol. 16 (1): 058-074.

Palabras clave : ensino-aprendizagem; ensino de ciências; diálogos socráticos; mestre ignorante; Jacotot; learn-teaching; science education; Socratic dialogues; the ignorant schoolmaster; Jacotot.

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