The negative facet in pedagogical action and its formative character

Abstract

This research results from a literature review, from a hermeneutic and analytical epistemological perspective. It deals with the negative dimension in human formation processes. It aims to reflect and call attention to the importance of research and understanding this facet of pedagogical action, its implications and presence in general in the constitution and human existence. It intends to offer a reflection on the ontoanthropological character of denial in the process of the subjects' constitution and to signal to what extent the presence of denial can be formative or harmful to human development. To this end, it approaches the concept of formative discipline of the General Pedagogy of Johann Friedrich Herbart, which can be understood as a suspension of the usual, the already accepted, of beliefs, essentially providing a moment of discontinuity and openness to the world, allowing subjects to take themselves in reflection and reconstruction, aiming at strengthening the capacity of moral decision. Thus, it can be seen that the negative side of the pedagogical action, by characterizing itself not as a denial of the subject, but as discontinuity and consequent strangeness and perplexity, provides a moment of great formative richness fundamental to knowledge and pedagogical practices.