Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This contribution examines the war in Gaza as an extreme case to explore the relationship between critical pedagogy and politics. Using the concept of educide, the essay interprets the destruction of schools, universities, and cultural infrastructure as an attack on the conditions necessary for education and, consequently, on the democratic reproduction of a shared world. At the same time, it analyses the silence and lexical caution of institutions as implicit educational tools that can produce semantic neutralisation and the depoliticisation of the conflict. Elected assemblies and public discourse are considered widespread pedagogical spaces in which: the boundaries of what can be said, interpretative frameworks, and the degree to which lives can be recognised are defined. This leads to a critique of a pedagogy of peace that is merely abstract mediation: without justice and acknowledgement of asymmetries, peace becomes meaningless. Finally, the essay proposes an anti-dogmatic and critical stance as an epistemic condition for pedagogical and political responsibility that is commensurate with the crisis.
