Contributos para a pedagogia social: neuroética. Educação vagarosa e ubuntu

Social Pedagogy is based on the quality of socio-educational intervention, which seeks to raise the self-structuring action of those participating, not only as agents of the answer, but primarily as agents ready to propose. This is the basis on which we present three notes, three very important additional comments. First of all we cling to neuroethics, from Adela Cortina (2011). She presents neuroethics to ascertain the extent to which we predispose different parts of the brain’s relation to autonomy, justice and happiness. From birth, humans go through a great deal of progress in their constant interaction with the environment and other human beings, cultivating not only the relationship with the ones near by, but also a relationship with those farther away, even with the unknown. The second point refers to the contribution of slow education, from accredited authors such as Honoré (2005) and Francesh (2011). These authors alert to the existence of the so called fast education and open horizons toward slow education. This, points to the reality of a speeding society and speeding education. They propose we change towards a slower education that doesn’t just skip over steps allowing for enough time (kairos) so that the contents can be assimilated. The third and last note deals with ubuntu as a philosophy that exists in many countries in Africa that focuses on the relationship of people with each other. It's humanity towards others, interconnecting us all. We could define ubuntu as: I can only be all that I am, if I do everything that I can so that others can be all that they can be. These three comments are meant to positively dye society with citizenship and solidarity using a pedagogical tone.