A DIMENSÃO EDUCACIONAL DO SER LÍQUIDO

Abstract

This work intends to present in a foreground concept of liquid subject in its exposed, and reflected aspect in the current moment, in the western world, having as initial theoretical reference Zygmunt Bauman, who was, original and adjective in certain aspectos both solid and liquid modernity and making use of such concepts and above all seeking relate them to education and the educational fruits of the liquid age. We believe that it will be necessary to turn to some concepts such as fluidity and liquid modernity in their uses in the modern era. In this way, this research will have as a guiding element, in the background, the attempt to seek a dimensional understanding of the liquid being opposed to the conception of a solid era. The primary objective of this work is also to understand the educational fruits of the-liquid era and, above all, to analyze the dimension that was bequeathed to us. We always have as a guide the analysis that Bauman brings us. In addition to other established and important theorists who help in the- characterization and understanding of the exact moment of the emergence of so-called modernity, such as Jurgen Habermas, Hannah Arendt and Martin Heidegger and other thinkers who reflected on its emergence. Always having as a dialectical method of research and design, respecting the traditional concepts and perceptions that emerged over time and at the same time open to new possibilities that may exist. And within these initial considerations, we will see in the reflective synthesis at the end of this work that the permanent dialogue, the reflective and critical action of the reality of educators and students, in addition to other actions, may be some possible ways of understanding the educational dimension being net and its legacy if any.