ABSTRACT
The present article is a bibliographical review, with an analytical and hermeneutical nature, in which we intend to conduct a discussion about education philosophically oriented. Our problematization is based on the observation that contemporary society, despite its sophistication, advances in communication and interaction, access to information and knowledge, has failed to overcome old problems and human problems. And for this reason, many new problems require old arguments, reflections, and concepts, even when presenting themselves as new, solutions are old. For our argument, we consider that this process intensified in what Giddens conceptualized as disengagement mechanisms and symbolic figures, leading us to consider, in thesis, that the most radical symbolic tab, not addressed by Giddens, is that of communication networks and virtual relationship. This process led to the worsening of the ontological insecurity of the self and, consequently, to a certain ethical crisis. This perspective challenges education and human formation to rethink the fragility of self-identity. In order to do so, we use Foucault and Herbart to defend an education as self-care, with a view to strengthening moral character and an ethical existence in the face of moral relativization.
Keywords:
Education; Ontological security; Ethic; Herbart