A perspectiva progressista da história e a questão da violência entre Benjamin e Dussel
Bibliographic record
Abstract
This work aims to think critically about the modern perspective on progress connected to the exercise of violence. Interpretation and appropriation of concepts taken from the works of Walter Benjamin and Enrique Dussel are largely implemented. By thinking this topic a contribution is made to the judgement of historical processes connected to progress, in particular the so-called "discovery" of America, the subjugation and evangelization of the Indians, the racial exploitation of the colonized, the modernization of the philosophy activity in Brazil, the apprehension of otherness by the European enlightenment discourse and the modern technical developments. The consideration of the perspective of progress starts with the detection of crucial links with violence in modern European colonialism, as well as the composition of affirmative conceptions of history in Rousseau, Kant and Hegel and deterministic and progressive vision of history captured by some aspects in Marx's work. Benjamin's conception of history is put in connection with the colonial Latin American context, in order to develop their critical power against other forms of justification of violence not originally targeted by the German thinker. Observing an asymmetry between European culture and national cultures in one text of Benjamin concerning education in Bolshevik Russia, the present essay articulates a critique of Eurocentrism of the German philosopher, denouncing failures of Benjamin's perspective in detecting violence in the historical constitution of that asymmetry. Finally, we consider Enrique Dussel's thought on modernity, where the concealement of the other and the alleged justification of colonial violence constitute the view of progress in history in a global geopolitical horizon. Therefore, the European modernity as a rational emancipation process is only possible, according to Dussel, on the sacrifice of the colonization of the other. The concepts of liberation and transmodernity are presented as practices of overcoming this kind of unilateral progress of the winners.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.013 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".