Racionalidade técnica e formação: um estudo a partir do personalismo de Mounier

• Autor(a) principal: Silva, Patrícia Costa e
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5817
• topic: Personalismo; Pessoa; Razão; Educação; Técnica; Personalism; Person; Education; Reason; Technique; CIENCIAS HUMANAS::EDUCACAO

The mastership of technical reason, which does not reflect on their assumptions, but only quantifies, flatten and estimates, has directed the education to maintain the structures of the capitalism, promoting the "dismissal" of the person, reducing their to an instrument of technical devices to be handled and used successfully in the marketplace. To the detriment of developing their potential, men have been objectified in the condition of statistical material of productivity and efficiency, subject to marketing laws, ruled on individualism and competition. Based on Mounier's personalistic perspective, education, from pedagogical guidelines derived from the Enlightenment, with its technical and utilitarian rationality, aims only perpetuate the bourgeois spirit, dedicated only to the individualistic view of wealth and social prestige. Mounier's reflections question this technical rationality that aim for an effective optimization of all fields of knowledge and to humans in search of unbridled technical progress, which is absolutely impersonal, eventually reducing the perception of reality, tearing it apart and promoting a dualistic view not only of the world but also of knowledge and man itself. Because the person is not the ultimate purpose of these advances, they have not promoted alongside an intensification of spiritual life. In this perspective, education has also ceased to be a decisive spiritual power in the constitution of a true universe of people, taking up too much with the technical training of specialists, neglecting that their essential role is to be an art of teaching to prepare reasoning with global and critical view. By identifying knowledge with power, the education originated from the ideals of capitalism, seeks to inform to make people can't think. From the perspective of phenomenological intentionality, Mounier seeks to overcome the dichotomies caused by this technical reason and education that it stemmed, as between subject / object, man / world, body / soul, which for the author are inseparable poles that form a dialectical unity. Mounier emphasize, by the full realism, the complex conditions of the categories of personal universe that identify a person as integral, unique, present and inexhaustible been, a mystery, a me-here-now stay open unobjectionable and irreplaceable, irreducible to objectifying predictabilities logical, statistical and technical rigors. His education proposal back to the awakening of the three-dimensionality of the personal, based on the endless dialogue between gathering, rupture and transcendence mediated by a non solitary freedom, but solidarity, aiming at the integral formation of the person. Committed to its authenticity and independence by the exercise of their individual vocations, personalist education Mounier, proposing the framing of the inner life within the community life, enable engaged actions, responsible for an emancipatory social practice in the context of communication and community interest. We explain in this research that there is indeed a utilitarian essence in the technique which is heading for improvement, evaluated by success of the quantitative results. However, we believe, with Mounier, that a change inside the man and the values that guide the technical civilization, other directions are possible for technical development. On the one hand, autonomy and the artificiality of technique has taken the autonomy, creativity and spontaneity of man, but for Mounier the domain of this reason is not total because the technique remains just a tool that might be used for the benefit of man, however, technical age threatens the customization movement, since it has served an inhuman regime, so impersonal. In this context, the personalist education proposes a restructuring of values that permeate the universe of knowledge, talent and of human relationships, which today are technicians, with an emphasis on customization of the person, that will predominate throughout his life.