MARTIN BUBER, DIALOGUES AND ALTERITY IN EDUCATION

In this work, we examine the main texts of the Jewish philosopher Martin Buber on education. We have been able to show how he associated the most well known pedagogical conceptions in the Western world, focusing respectively on: i) in the student's freedom and autonomy; ii) in the modeling of his behavior. These two conceptions gain more consistency if they are superseded in the name of a Universalist nationalism. Therefore, showing the insufficiency of both conceptions, Buber explained that he found in Judaism the elements for a Universalist humanism and for an education built on dialogue and otherness. His educational proposal was based on his anthropological theses, according to which man discovers the meaning of his life when he relates by the words I Thou principle and makes experience of the world through the word I - Thou principle. Whoever is left alone in the experimentation of the world is limited to objective knowledge that comes from science and remains on the periphery of true reality. Thus, we had to comment quickly on the elements of the phenomenology of Buberian dialogue that is formed from the two pairs of word-principles. With this question lies at the center of his phenomenological thought and at the core of his contribution to the phenomenology of intersubjectivity.