Ensaio sobre a desrazão dialógica: apontamentos sobre uma ontologia da compreensão

Abstract

In this essay, we treat the paradoxes arising from the assumption of a radical Bakhtinian perspective in teacher education and school work. We reflect on the axiological anguish resulting from the perception of conflict of authority between the comment and the aesthetic finish of asymmetry and institutional legitimacy within the academic work and professionalization. In addition, we derive the notion of an "ontology of understanding" and its relation to the epistemological axes of school practices.