Pedagogia Positiva:

Ensino como “autoajuda”

Abstract

There are educators who defend a positive pedagogy, one that focuses only on the positive side of education, as if it were a missionary appeal. It is positivism, in the sense of seeing reality in half, on the positive side (which, epistemologically, is the measurable, experimental side). The negative hides. There is the doctor who, upon discovering cancer in his patient, decides to say that it is a cold, to please him. There is the educator who is a fan of “positive criticism”, unaware that it does not criticize anything – the soul of criticism is its negativity, necessary, for example, to read reality in an emancipatory sense. Positive criticism expects liberation from the oppressor. It is the logic of self-help, not as it “should be” in the meaning of the term (knowing how to help yourself, avoiding dependence; everyone needs help, but not dependence), but the practice of positive formulas honked to forget the difficult side of life . It is also a logical contradiction: it is not viable to talk about the positive side without implying the negative and vice versa. Sometimes there is a good intention in the move: to ward off criticism that is only destructive, hurtful, ferocious. Reality seen from just one side is lame. Positive pedagogy is cowardly.