The subjection in the educational panorama after of "end of history"

Abstract

The present research will analyze “the end of history”, which had origined in the interpretation realized by Kojève about the philosophy of the history proposed by Hegel and finally completed and reformulated by Fukuyama. Then I will analyze main contributions of these three thinkers in the construction of this category with their respective repercussions in the real world, and I will establish a relationship between the approaches of Fukuyama and the protophilosophy of Augustinian history. After I elaborate the framework about end of history, I will present the criticisms realized by Butler and Cadahia about its roles like mechanisms of domination over all anthropological machinery and posthistory. Finally, I will do some reflexions about framework of the subjection in order to apply this on the education. For this reason, I will establish a dialogue between two authors, Foucault and Freire, and I will use opposing arguments about currently education. The genealogical methodological will be able to view the beginning of school as we know at present, and considering its conditions of possibility inside of a determinate power structure. In this way, the subjection will be fundamental in the current educational subject construction that will be seeing desbodated, and this crisis will obligate to choose hope or subjection.