EDUCATION BETWEEN THE COMMON WORLD AND DIFFERENCE: (IM)PERTINENT DIALOGUES BETWEEN HANNAH ARENDT, SILVIO GALLO, AND LÍDIA MARIA RODRIGO

Abstract

This article investigates the tensions and convergences between Hannah Arendt's conception of education as an introduction to the common world and the perspectives of difference and creation developed by Silvio Gallo and Lidia Maria Rodrigo. The central problem lies in the following question: how to sustain the task of presenting the common world to new generations without stifling the power of difference and creation? It is argued that, far from configuring mutually exclusive positions, the authors' contributions allow for the delineation of a productive field of dialogue, albeit marked by (im)pertinences. While Arendt highlights the need to conserve and renew the world, Gallo and Rodrigo challenge this relationship by emphasizing education as a space for experimentation and resistance. To understand education as a practice situated between the responsibility for the continuity of the world and the openness to the unpredictability of difference, the article adopts as primary theoretical references the works Between Past and Future and The Human Condition, by Hannah Arendt, Methodology of Philosophy Teaching, by Silvio Gallo, and Philosophy in the Classroom, by Lídia Maria Rodrigo. Through this debate, it is concluded that the (im)pertinent dialogues between the authors reveal constitutive tensions in education and offer a fruitful theoretical horizon for investigating authority and teacher training, as well as the role of the school in contexts marked by the crisis of the common.