Bio
Luiz Artur dos Santos Cestari is a Professor in the Department of Philosophy and Human Sciences at the University of Southwestern Bahia (UESB), Brazil. He holds a PhD in Education and his research spans Environmental Sciences, Philosophy, and Education. Dr. Cestari has published works on environmental narratives and educational philosophy, including studies on the Pradoso district of Vitória da Conquista and on rethinking educational practice through humanization and plurality. He serves as a reviewer for the Global Journal of Humanities and Social Sciences (GJHSS) and has supervised numerous graduate students and research projects. His contributions to the academic community reflect a deep commitment to interdisciplinary scholarship and the advancement of knowledge in the humanities and environmental sciences.
Educational Journey
University of Southwestern Bahia
Professor/ Department of Philosophy and Human Sciences/ University of Southwestern Bahia (UESB)
Experience
Professor
0 - 0 • Department of Philosophy and Human SciencesEditors Role
Reviewer
GJHSS
2024 - PresentResearch
Rethinking Educational Practice: Humanization, Plurality Anddifference in Contemporary Philosophy
This work aims to discuss how two contemporary philosophical traditions can be used to rethink educational practice in contemporary philosophy. It will challenge the appropriation of the theory of humanization in modern and Western philosophy to establish a concept of educational practice that is rooted in human values of plurality and difference. Therefore, it will be divided into three sections. The first deals with a critique of the discourses on humanization in Brazilian educational theorists, focusing on F. Brayner (Brayner 2010) and A. Veiga-Neto’s (Veiga-Neto 2015) elaborations on the duality of theory and practice and their ties to Plato’s original version of Western metaphysics. In the second section, it aims to demonstrate that this criticism is a component of the convergence that links Hannah Arendt's concept of plurality as a human condition that involves our integration into the plural human world and the argument of difference posited by post-structuralist authors such as Michel Foucault, Gilles Deleuze, and Jacques Derrida, who explore the concept of fixed meanings and stable structures in language, culture, and society. Finally, these two theoretical traditions will be employed to present the outlines of a notion of educational practice in accordance with three postulates: a) the assertion that education is a domain where specific regularities and rationalizations occur; b) the consideration of language as a tool that enables the imagining of alternative methods of expressing and conducting education; and c) the recognition that educational practice is a location where human values of plurality and difference are learned, which emphasizes G. Biesta's humanization position (Biesta 2013), which shifts the focus from the question of what constitutes a human subject to the question of how the human subject assumes a presence.
Narratives of Environmental Issues at the Pradoso’s District of Vitória Da Conquista City in Bahia State/Brazil
This research will propose the appreciation of local knowledge that came from intellectuals of tradition living at the Pradoso’s district located in Vitória da Conquista-BA city, and it aims to understand an epistemology that expresses their specific aspects. It will point out the knowledge using an ecology that will take into an account at the same time the nonscientific understanding from these people and a theoretical standing against the epistemological practices from the dominant paradigm of modernity. The data were collected using narratives with older people in Pradoso's district as an empirical study of narrative inquiry about ways of life and environmental issues belonging to the culture of this peasant community. Hence, we believe the narratives offered a vital dialogue between emerged knowledge and scientific culture whose objective is describing the environmental issues at this community, valorizing traditional understanding and finding accordance with academic and scientific culture.
