G. H. Mead and the value of his theory for education

ABSTRACT

This article addresses the psychosocial and pragmatist theory constructed by American philosopher George Herbert Mead (1863-1931) and his value for school education in the present. Throughout a detailed analysis of his works, supported by the works of commenters, Mead is situated in the scholar context of his time, and the precepts of his ideas are delineated in contrast with that of his peers. His legacy consists of a multidisciplinary framework that is intertwined - psychology, sociology, and education, - presented in a clear and accessible language, always having the mediation and construction of one’s self as guiding principle, through symbolic interaction. This work is also based on foreign and Brazilian authors who studied the works of Mead and saw his value for education, but offers a different perspective of how the ideas of this philosopher could help address school education issues, such as inclusion, bullying, and the social role of schools.

KEYWORDS
G. H. Mead; pragmatism; education; symbolic interactionism