Fallibilism as an educational perspective in the scenario of complex plural societies

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DOI:

https://doi.org/10.5212/PraxEduc.v.9i1.0002

Abstract

The present article presents the fallibilistic stance, which was understood as a middle ground between dogmatism and skepticism, being a more viable positioning before the plurality and complexity of modern societies. On a current educational perspective, the fallibilistic mentality is presented as a more adequate attitude as it enables more tolerating positioning before a variety of ideas and a permanent questioning of historically produced knowledge. In face of an uncertain scenario and permanent changes, it is necessary to take more flexible stances, to admit the constant mutability of knowledge, and to promote a democratic dialo that aims to believe the plurality of voices in complex scenarios. Therefore, educating is to allow the expression and the dialog of different social groups, which enables to overcome the educational crisis that characterizes modern societies.

 

Keywords: Fallibilism. Complex societies. Educational policies.

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Author Biographies

  • Altair Alberto Fávero, University of Passo Fundo

    Possui Pós-Doutorado (Bolsista Capes) pela Universidad Autónoma del Estado de México (UAEMéx), Doutorado em Educação (Ufrgs), Mestre em Filosofia do Conhecimento (Pucrs), Especialista em Epistemologia das Ciências Sociais (UPF) e Graduado em Filosofia (UPF). Atua como professor e pesquisador no Curso de Filosofia, no Mestrado e Doutorado em Educação da UPF, onde coordena os projetos de Pesquisa Pragmatismo, filosofia e educação: as interfaces entre experiência, reflexão e políticas de ensino (em andamento desde 2008) e o projeto Improvisação docente no contexto da expansão da Educação Superior (em andamento desde março de 2012). Além de diversas publicação em várias editoras, pela Mercado de Letras é autor do livro Educar o educador: reflexões sobre formação docente (em coautoria com Carina Tonieto, lançado em 2010) e é organizador das Coletâneas Leituras sobre John Dewey e a educação (lançado em 2011), Leituras sobre Hannah Arendt: educação, filosofia e política (lançado em 2012) e Leituras sobre Richard Rorty e a educação (lançado em 2013). E-mail:ltairfavero@gmail.com

     

  • Leandro Carlos Ody, Federal University of Fronteira Sul

    Possui graduação em Filosofia (LP) pela Universidade de Passo Fundo (2001) e mestrado em Filosofia pela Universidade Federal de Santa Catarina (2005). Atualmente é professor da Universidade Fronteira Sul (UFFS) e doutorando em educação pela Universidade de Fundo (UPF) onde desenvolve a tese sobre Políticas Educacionais. Tem experiência nas áreas de Filosofia e de Educação, com ênfase em Filosofia da ciência, atuando principalmente nos seguintes temas: ciência, Karl Popper, filosofia, corroboração, educação, políticas educacionais, teoria e história em ciências e educação científica. E-mail: odylc@yahoo.com.br

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Published

2014-04-01

Issue

Vol. 9 No. 1 (2014): Seção Temática: Ética na Pesquisa

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Artigos

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How to Cite

Fallibilism as an educational perspective in the scenario of complex plural societies. Práxis Educativa, [S. l.], v. 9, n. 1, p. 25–41, 2014. DOI: 10.5212/PraxEduc.v.9i1.0002. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/5830. Acesso em: 10 jun. 2026.

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