Knowledge, criticism and training in Nietzsche and Kant
Abstract
This article deals with the philosophies of Kant and Nietzsche, their connection with the formation of critical thinking in Pedagogy. For this, it presents two modalities of criticism, derived from these philosophies. On the one hand, transcendental criticism represents the kantian effort to validate a priori knowledge and demarcate the frontiers of epistemology; on the other, genealogical criticism radicalizes the understanding of the basic values of modernity, denouncing the moral artifices of knowledge. From this, the article analyzes the formative model derived from these two currents, as well as its implications in the school reality. Thus, it provokes the meaning of what it is to think critically in Pedagogy.
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I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).
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