Abstract
This essay debates education in Covid-19 times from the problematization of the role of the State, the linguistic paradigm in curricula and content due to the break and suspension of face-to-face activities. Two fronts to be fought are discussed: schooling linked to the future and content productivity that relegates education. Being multi-referencial, we have a dialog with Boaventura Souza Santos, Byung-Chul Han, Gilles Deleuze, Michel Foucault and others to question the educational itineraries in this context. With Friedrich Nietzsche, we think of an education linked to the present and to life. Questions are asked about the government of bodies, the role of educational institutions, power relations in public policies and educational reconfigurations in the face of social isolation. In defense of the potentialization of training processes based on a loving ethic with the world, it is demanded that educational institutions allow themselves active pauses in the reinvention of pedagogical paths. Keywords: Contentism. Covid-19. Education.
Highlights
Resumo: Este ensaio debate a educação nos tempos da Covid-19 a partir da problematização do papel do Estado, do paradigma linguístico nos currículos e do conteudismo, diante da paragem e da suspensão de atividades presenciais
we have a dialog with Boaventura Souza Santos
Michel Foucault and others to question the educational itineraries in this context
Summary
Resumo: Este ensaio debate a educação nos tempos da Covid-19 a partir da problematização do papel do Estado, do paradigma linguístico nos currículos e do conteudismo, diante da paragem e da suspensão de atividades presenciais. Em face a essa catástrofe pandêmica, a educação, que deveria ser esteio para o controle dos contágios, para ampliação de atos solidários e para disseminação de princípios éticos em prol da vida, tem se evidenciado, ainda mais, como uma agente de alargamento do fosso de nossas relações com o mundo, incluindo aí a ampliação das desigualdades sociais.
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