THE CHILD (STUDENT) AS A PARTNER IN EDUCATION: A CRITICAL REFLECTION

Ovim se radom nastoji popuniti (u hrvatskoj pedagogiji) defi cit rasprava o postmodernoj slici djeteta kao “socijalnog aktera” “sukonstruktora vlastitog razvoja”. Iako nerefl ektirano prihvaćena u pedagogiji i u osnovi antipedagoška, upravo se ta slika odgajateljima i učiteljima nudi kao obvezujuća i iz nje se izvode kriteriji kvalitete pedagoških institucija te kompetencije odgojitelja i učitelja. S obzirom na dalekosežne posljedice zahtjeva za “partnerstvom s djecom i mladima” autorica ukazuje na granice važenja samog pojma “partnerski odnos učitelj – učenik” (Giesecke, 1987) i na posljedice njegove primjene na sve vrste odnosa odraslih i djece Iz pedagoške perspektive postavljeno je pitanje: ako odrasli (a posebno roditelji i profesionalni pedagozi – odgojitelji i učitelji) djecu i mlade konfrontiraju s autonomijom i samoodređenjem, ako zahtijevaju i potiču ili djecu obvezuju na to, onda autonomija i samoodređenje mijenjaju stranu i postaju izvana postavljeni zahtjev, naložena norma. Ta norma, kao i svaka druga, djeci i mladima može postati veliko opterećenje i štetiti njihovu razvoju. Tko je onda za to odgovoran?This paper is an attempt to fi ll the defi cit in discussions on the postmodern view of the child as a “social actor” and “co-constructor of his own development”. Although accepted without refl ection in pedagogy, and anti-pedagogical in its basis, this view is offered to educators and teachers as binding and is used as a starting point for the quality criteria of educational institutions and of teacher competences. Regarding the far-reaching consequences of the request “partnership with children and young people”, the author points to the boundaries of the term “teacher-student partner relationship” (Giesecke, 1987) and to the consequences of its use for all kinds of child-adult relationships. From the perspective of pedagogy, the question can be raised about whether autonomy and self-direction change sides and become an externally imposed requirement or a norm if adults confront children and young people with autonomy and self-determination, and if they require, encourage or bind them to it. This norm, like any other, can become a great burden for children and can harm their development. Who, then, is to be held responsible for this