História e filosofia da educação: da paideia grega ao pragmatismo romano

Abstract

This article has the scope to understand and update a historical-philosophical debate about education and its epistemological aspects tracing briefly a cognitive bridge between the Greek Paideia and the Roman educational pragmatism. This article is a literature review, qualitative approach and follows the interpretational deductive method of the contents on secondary sources. In developing this writing, he broke than education assumption is one of those terms of very broad meaning that for longer look set you can not exhaust the meanings and conceptions about their meanings and implications in a community basis at different times of know- make human. However, because of their varied and voluminous framework of meanings and to be your search of a constant and societies, the use or misuse of the word education, often has become banal or unreflective, praxiologicamente. The use of the word education in certain circumstances, has failed to represent their real purposes for being employee so displaced social standards. Moral and / or ethical relevant. Indeed, it is possible to talk about education come to the fore, through common sense, this refers to schools, its walls, railings, gates, padlocks, direction, coordination, teachers, staff and an endless list of guidelines, norms and sanctions rarely met. However, as demonstrated in this work, education is an indispensable social practice to live and evolve positively in society. Therefore, the need to make understand several principles, functions and educational demands in different areas of human history.