MODERNITY, POST-MODERNITY AND THE ONTOLOGICAL CHALLENGES TO TEACHING

Abstract

In a context marked by the intensification of the effects of modernity, often referred to as postmodernity, this article rejects the notion of its overcoming. It argues that we are experiencing a resurgence of phenomenological reason within the capitalist system itself, whose reflections directly affect teaching practice. In this whirlwind of interests and demands, teachers see the essence of their praxis emptied, a process that leads to their deprofessionalization and the difficulty of assuming a stance of resistance. In light of this, it is argued that a transformation in the understanding of the world is necessary, and not just a change of attitude. As a path, the article turns to the Methodology of Dialectical Mediation. This proposal, based on the categories of historical-dialectical materialism and the ontology of social being, operates through the development of scientific concepts with students, guaranteeing the combined protagonism of both poles of the educational relationship: teacher and student.