Sophistry in Vygotsky: Contributions to the Rhetorical and Poetic Pedagogy

• Published in: Studies in philosophy and education Vol. 39; no. 1; pp. 85 - 99
• Main Authors: Andrade, Erika Natacha Fernandes de, Cunha, Marcus Vinicius da
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.02.2020; Springer; Springer Nature B.V
• Subjects: Aesthetic Education; Aesthetics; Education; Educational Objectives; Educational Philosophy; Educational Practices; Educational Theories; Identity; Pedagogy; Philosophy of Education; Poetics; Psychology; Rhetoric; Rhetorical Theory; Role of Education; Social Life; Teaching; Vygotsky, Lev; Vygotsky; Contemporary pedagogy; Sophistry
• ISSN: 0039-3746; 1573-191X
• DOI: 10.1007/s11217-019-09683-y

This work relates L. S. Vygotsky’s theory to the rhetorical and poetic pedagogy, which is a set of educational ideas and practices derived from the philosophical-educational tradition initiated by the Sophists. It is verified that the Vygotskyan concepts contribute to broaden the foundations of poetic and rhetorical pedagogy, presenting a psychology of language that integrates decorum , kairos and antilogical argumentation within aesthetic experiences; communication sustains knowledge and reflection of reality, aiming at the strengthening of the individual’s identity, the education of the creative subject and the improvement of the collective. It is considered that the rhetorical and poetic character of Vygotsky’s theory encourages the contemporary school to be a space for investigation and search for creative solutions, contradicting the measurementist pedagogical tendencies that dehumanize education.