Resumo

SHAPIRO DONATO, Carmina. Political relations between philogenic-ontogenic metaphor and “being an adult” as school tellers. Sophia [online]. 2022, n.32, pp.299-321. ISSN 1390-8626.  https://doi.org/10.17163/soph.n32.2022.10.

There are occasions in which, instead of a referentially rigorous, formalized, structured and controlled language, sciences appeal to explanatory resources that do not come from the disciplinary activity itself. In time, this phenomenon creates metaphors that eventually become part of the common scientific lexicon, as they are effective in increasing our understanding. However, should the metaphors be removed, very many scientific explanations would not sustain, given that their own meaning does not depend on other ‘more literal’ expressions. The phylogeny-ontogeny metaphor had a very strong influence in the way that, for example, the emerging anthropology and sociology, but also pedagogy, would think about human being and society. Through the analysis of bibliographical sources and specialized papers, this paper seeks to carry out a modest analysis of its internal logic in order to examine some of the effects this metaphor has in the educational field. It does not stand for getting rid of all metaphors, but rather for gaining awareness of how they hinder divergent ways of thinking. It is especially interesting to stand out that the aforementioned metaphor has sustained the construction of a body of knowledge about childhood and education which works before the concrete realization of any educational situation. The problem is that this a priori knowledge, in the manner of epistemological obstacles, restricts the emergency of new ideas and/or solutions for the difficulties schooling is facing today.

Palavras-chave : Evolution; childhood; political philosophy; colonialism; teacher education; power.

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