CONTRA-EDUCAÇÃO: UMA REFLEXÃO SOBRE ÉTICA E EDUCAÇÃO

The article aims to establish conceptual links between education and ethics from a reflection on \udtheory and practice, thought and action. Intends to show that this relationship goes beyond a \udtheoretical tight, placing herself as construction moved by an impulse ethical. Thus, this article \udguard his own theory and want to express the importance of self-practical understanding of \udethical theories, and theories of education. In the intention to substantiate the relationship \udbetween theory and practice, the paper discusses the theories of some authors who have \udaddressed the question of the social role of education, such as István Mészáros and Humberto \udMaturana. The subject of ethics education as the means of education as emancipation which \udbecame known from the writings of Theodor Adorno. The path to awakening of an education as \udethics goes through critical discourse capable of staging the importance of dialogue. The ultimate \udintention of this article is, therefore, favor the construction of a concept of education as ethics \udfrom the idea of dialogue as emancipation, while reproposes emancipation as a principle and \udmethod of education themselves. In this context, the analysis is positioning education as a \uddiscourse, as conservation practice, against which we must now propose the hypothesis of a \udcounter-practice education. The development expression of counter-education is presented here 36 \udColloquium Humanarum, Presidente Prudente, v. 10, n. 1, p.35-57, jan/jun 2013. DOI: 10.5747/ch.2013.v10.n1.h136 \udin its initial signs yet. However, it want to with it, pointing to the opening of a necessary discussion \udin education. \u