The Ignorant Schoolmaster and other Stories about the School

Abstract

The most striking characteristic of educational policy announced by the new Brazilian government is undoubtedly the claim to make moral formation the axis of the profound changes intended. If, in the practical life this proposal seems to be quite unenforceable, in the realm of discourses it rekindles a polemic that has been solved in the history of the Brazilian public school by the apparent victory of modern cognitivism over a conservatism of religious matrix. In order to escape the limits of this historical antagonism, which would have led from the traditional school to the modern school, the present article proposes the analysis of another passage - that in the work of Jacques Rancière leads from the critique of a well-thinking enlightenment to a conception which has in the aesthetic experience of social reality and its divisions its main foundation.