Da cama de Procusto à régua de Lesbos

uma proposta de didática particularista

Abstract

The present paper introduces an approach to particularist didactics, grounded in a mitigated interpretation of Aristotelian particularism. This philosophy posits that moral judgments should be anchored in specific circumstances, without resorting to universal principles. Under this lens, morality goes beyond codified rules, necessitating keen sensitivity and discernment in every situation. Conversely, generalism contends for the essentiality of such principles in moral evaluations. The mitigated Aristotelian particularism lays the groundwork to envision pedagogy that centers on the unique traits of students and their individual contexts. From this standpoint, the particularist educator diverges from the conception of an a priori teacher who, in a generalized fashion, operates under the assumption of an average student profile when shaping pedagogical strategies. The phronesis, an Aristotelian intellectual virtue, becomes pivotal, guiding deliberations attuned to the subtleties of each educational scenario. With this foundation, we propose a non-exhaustive list of the competencies a particularist educator should embody to discern the intricacies inherent in educational situations and thus deliberate appropriately. In essence, particularist teaching champions an education tailored to students' individuality, their environment, and emotions, challenging conventional uniformity.