The Relational Reflexive Educator in the After-Modern Society
Isabella Cordisco
We are in an era marked by the end of modernity as a driving force, as a linear idea of an educational culture functionalistic from the beginning, aa this juncture, it becomes increasingly urgent to give space and expression to the educational needs of a relational type, without tending towards autoreferential readings, neither individual-biased, nor system-centered, and without getting lost in a messy and contingent mix up. Therefore, to overcome the crisis of modernity and enter into after-modernity, there is a need for relational reflexivity. The objective of this work is to reread the profile of an educator in an after-modern society, using the analytical category of «reflexivity» in the light of the relational shift in the social sciences. The final proposal is to overcome even the neo-positions that are subjectivist about question of identity and relativistic about the matters of social constructivism. This is to affirm that a constitutive subjectivity of educational social relationship, and not a constructed subjectivity. «The relational reflexive educator» is presented as an expert with a relational outlook on reality, capable of leading to recognizance of reflexivity of social relationships, promoting education as a relational value.
Keywords
Riflexivity, educator, reflexive educator, social relation, relational reflexivity