Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da METODISTA |
Texto Completo: | http://tede.metodista.br/jspui/handle/tede/2251 |
Resumo: | Nietzsche's philosophical-educational perspective, in the political and cultural context in nineteenth-century Germany, presents a radical, broad and refined questioning about utilitarian educational systems, from basic education to university, dedicated to artificial training. Unlike other theoretical conceptions, which keep life in its entirety far from analysis, the German philosopher developed reflections on various themes - religion, politics, science, marriage, friendship, climate, State, democracy, socialism, liberalism, aristocracy -, among so many other topics. His diagnosis in relation to modern society, totalitarian understandings, social bodies, which imprison the will to power in the human person, is self-overcoming of scientific and moral standards and, in general, of institutions that level the formation of individuals. The dynamism of philosophical activities, the affirmation of life in the midst of human tragedy, the incessant search for renewal and deepening of crucial themes, reveal Nietzsche's provocative character, in his approach to questioning static worldviews. Faced with educational weaknesses in a politically and morally complex situation, the purpose of the research is to analyze the reform of high school in light of the philosophical-educational perspective in Nietzsche. The research has the following problem: The research has the following problem: how is educational thinking in Nietzsche able to illuminate the proposed Law on The Reform of High School? The methodology used is bibliographical and documentary research, with an analytical-reflective nature, particularly anchored in Nietzsche's works, namely, Writings on education (2011), Writings on Politics: ideologies and aristocratism. V. I (2007), Writings on Politics: the small and the big politics. V. II (2007). As a theoretical foundation on education and secondary education reform, the following works are highlighted: CUNHA (2017, 1999, 2001, 2005), SANDRI (2016, 2017), GONÇALVES (2017), FREITAS (2012, 2014, 2106), SAVIANI, (2004, 2008, 2009, 2013, 2020), KUENZER (2020), MOTTA; FRIGOTTO (2017), among others. The investigations indicated that Nietzsche brings a provocation to problematize the challenges of education in the democratic context, especially the reform of high school, educational policies, the school curriculum, teacher education. Studies reveal that art of creation in Nietzsche's thought evokes the elevation of educational, political or cultural weakness through the affirmative posture on negative values. Therefore, the philosopher stresses that the function of democracy is precisely to guarantee an authentic education for human development.(AU) |
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Hashizume, Cristina MiyukiCampos , Elisabete Ferreira EstevesZambone , Alessandra Maria SabatineCosta , Silvio Luiz daValentin , Ismael ForteBarbosa, Renê da Silva2023-02-02T15:49:20Z2022-09-23Barbosa, Renê da Silva. Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche. 2022. 136 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do campo, 2022.http://tede.metodista.br/jspui/handle/tede/2251Nietzsche's philosophical-educational perspective, in the political and cultural context in nineteenth-century Germany, presents a radical, broad and refined questioning about utilitarian educational systems, from basic education to university, dedicated to artificial training. Unlike other theoretical conceptions, which keep life in its entirety far from analysis, the German philosopher developed reflections on various themes - religion, politics, science, marriage, friendship, climate, State, democracy, socialism, liberalism, aristocracy -, among so many other topics. His diagnosis in relation to modern society, totalitarian understandings, social bodies, which imprison the will to power in the human person, is self-overcoming of scientific and moral standards and, in general, of institutions that level the formation of individuals. The dynamism of philosophical activities, the affirmation of life in the midst of human tragedy, the incessant search for renewal and deepening of crucial themes, reveal Nietzsche's provocative character, in his approach to questioning static worldviews. Faced with educational weaknesses in a politically and morally complex situation, the purpose of the research is to analyze the reform of high school in light of the philosophical-educational perspective in Nietzsche. The research has the following problem: The research has the following problem: how is educational thinking in Nietzsche able to illuminate the proposed Law on The Reform of High School? The methodology used is bibliographical and documentary research, with an analytical-reflective nature, particularly anchored in Nietzsche's works, namely, Writings on education (2011), Writings on Politics: ideologies and aristocratism. V. I (2007), Writings on Politics: the small and the big politics. V. II (2007). As a theoretical foundation on education and secondary education reform, the following works are highlighted: CUNHA (2017, 1999, 2001, 2005), SANDRI (2016, 2017), GONÇALVES (2017), FREITAS (2012, 2014, 2106), SAVIANI, (2004, 2008, 2009, 2013, 2020), KUENZER (2020), MOTTA; FRIGOTTO (2017), among others. The investigations indicated that Nietzsche brings a provocation to problematize the challenges of education in the democratic context, especially the reform of high school, educational policies, the school curriculum, teacher education. Studies reveal that art of creation in Nietzsche's thought evokes the elevation of educational, political or cultural weakness through the affirmative posture on negative values. Therefore, the philosopher stresses that the function of democracy is precisely to guarantee an authentic education for human development.(AU)A perspectiva filosófico-educativa em Nietzsche, na conjuntura política e cultural na Alemanha do século XIX, apresenta um questionamento radical, amplo e refinado sobre os sistemas educacionais utilitaristas, desde o ensino básico até a Universidade, dedicados à formação artificial. Diferentemente de outras concepções teóricas, que mantém a vida em sua totalidade longe de análise, o filósofo alemão desenvolveu reflexões acerca de diversas temáticas – religião, política, ciência, casamento, amizade, clima, Estado, democracia, socialismo, liberalismo, aristocracia –, dentre tantos outros tópicos. Seu diagnóstico em relação à sociedade moderna, às compreensões totalitárias, a órgãos sociais, que aprisionam a vontade de potência na pessoa humana, é autossuperação dos padrões científicos, morais e, em geral, das instituições que nivelam a formação dos indivíduos. O dinamismo das atividades filosóficas, a afirmação da vida em meio à tragédia humana, a busca incessante de renovação e de aprofundamento a respeito de temáticas cruciais, revelam o caráter provocativo de Nietzsche, no enfoque de questionar as visões de mundo estáticas. Diante das fraquezas educativas numa situação complexa política e moralmente, a finalidade da pesquisa é analisar a reforma do ensino médio à luz da ótica filosófico-educacional em Nietzsche. A pesquisa tem a seguinte problemática: de que forma o pensamento educativo em Nietzsche tem condições de iluminar a proposta de Lei da Reforma do Ensino Médio? Tem-se como metodologia a pesquisa bibliográfica, de cunho analítico-reflexivo, ancorado nas obras de Nietzsche, a saber, Escritos sobre educação (2011), Escritos sobre Política: as ideologias e o aristocratismo. V. I (2007), Escritos sobre Política: a pequena e a grande política. V. II (2007). Como fundamento teórico sobre a educação e a reforma do ensino médio, destacam-se as obras de: CUNHA (2017, 1999, 2001, 2005), SANDRI (2016, 2017), GONÇALVES (2017), FREITAS (2012, 2014, 2106), SAVIANI, (2004, 2008, 2009, 2013, 2020), KUENZER (2020), MOTTA; FRIGOTTO (2017), entre outros. As investigações indicaram que Nietzsche traz uma provocação para problematizar os desafios da educação no contexto democrático, sobretudo a reforma do ensino médio, as políticas educacionais, o currículo escolar, a formação de professores. Os estudos revelam que arte de criação no pensamento de Nietzsche evoca a propiciar a elevação da fraqueza educativa, política ou cultural por meio da postura afirmativa sobre os valores negativos. Por isso, o filósofo destaca que a função da democracia é justamente garantir uma educação autêntica para o desenvolvimento humano (AU)Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2023-02-02T15:49:20Z No. of bitstreams: 1 Rene final2.pdf: 989070 bytes, checksum: c91ea4730052e7d2a3f2b799f98d0792 (MD5)Made available in DSpace on 2023-02-02T15:49:20Z (GMT). No. of bitstreams: 1 Rene final2.pdf: 989070 bytes, checksum: c91ea4730052e7d2a3f2b799f98d0792 (MD5) Previous issue date: 2022-09-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em Educacaoreforma do ensino médio; escola pública; educação nietzschiana; cultura formativa.high school reform; public school; nietzschiana education; formative culture. 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dc.title.por.fl_str_mv |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
dc.title.alternative.eng.fl_str_mv |
The Obstacles hight schoo reform in light of the philosophical - educational proposal the in Nietzsche's |
title |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
spellingShingle |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche Barbosa, Renê da Silva reforma do ensino médio; escola pública; educação nietzschiana; cultura formativa. high school reform; public school; nietzschiana education; formative culture. CIENCIAS HUMANAS |
title_short |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
title_full |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
title_fullStr |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
title_full_unstemmed |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
title_sort |
Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche |
author |
Barbosa, Renê da Silva |
author_facet |
Barbosa, Renê da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Hashizume, Cristina Miyuki |
dc.contributor.referee1.fl_str_mv |
Campos , Elisabete Ferreira Esteves |
dc.contributor.referee2.fl_str_mv |
Zambone , Alessandra Maria Sabatine |
dc.contributor.referee3.fl_str_mv |
Costa , Silvio Luiz da |
dc.contributor.referee4.fl_str_mv |
Valentin , Ismael Forte |
dc.contributor.author.fl_str_mv |
Barbosa, Renê da Silva |
contributor_str_mv |
Hashizume, Cristina Miyuki Campos , Elisabete Ferreira Esteves Zambone , Alessandra Maria Sabatine Costa , Silvio Luiz da Valentin , Ismael Forte |
dc.subject.por.fl_str_mv |
reforma do ensino médio; escola pública; educação nietzschiana; cultura formativa. |
topic |
reforma do ensino médio; escola pública; educação nietzschiana; cultura formativa. high school reform; public school; nietzschiana education; formative culture. CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
high school reform; public school; nietzschiana education; formative culture. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
Nietzsche's philosophical-educational perspective, in the political and cultural context in nineteenth-century Germany, presents a radical, broad and refined questioning about utilitarian educational systems, from basic education to university, dedicated to artificial training. Unlike other theoretical conceptions, which keep life in its entirety far from analysis, the German philosopher developed reflections on various themes - religion, politics, science, marriage, friendship, climate, State, democracy, socialism, liberalism, aristocracy -, among so many other topics. His diagnosis in relation to modern society, totalitarian understandings, social bodies, which imprison the will to power in the human person, is self-overcoming of scientific and moral standards and, in general, of institutions that level the formation of individuals. The dynamism of philosophical activities, the affirmation of life in the midst of human tragedy, the incessant search for renewal and deepening of crucial themes, reveal Nietzsche's provocative character, in his approach to questioning static worldviews. Faced with educational weaknesses in a politically and morally complex situation, the purpose of the research is to analyze the reform of high school in light of the philosophical-educational perspective in Nietzsche. The research has the following problem: The research has the following problem: how is educational thinking in Nietzsche able to illuminate the proposed Law on The Reform of High School? The methodology used is bibliographical and documentary research, with an analytical-reflective nature, particularly anchored in Nietzsche's works, namely, Writings on education (2011), Writings on Politics: ideologies and aristocratism. V. I (2007), Writings on Politics: the small and the big politics. V. II (2007). As a theoretical foundation on education and secondary education reform, the following works are highlighted: CUNHA (2017, 1999, 2001, 2005), SANDRI (2016, 2017), GONÇALVES (2017), FREITAS (2012, 2014, 2106), SAVIANI, (2004, 2008, 2009, 2013, 2020), KUENZER (2020), MOTTA; FRIGOTTO (2017), among others. The investigations indicated that Nietzsche brings a provocation to problematize the challenges of education in the democratic context, especially the reform of high school, educational policies, the school curriculum, teacher education. Studies reveal that art of creation in Nietzsche's thought evokes the elevation of educational, political or cultural weakness through the affirmative posture on negative values. Therefore, the philosopher stresses that the function of democracy is precisely to guarantee an authentic education for human development.(AU) |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-09-23 |
dc.date.accessioned.fl_str_mv |
2023-02-02T15:49:20Z |
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Barbosa, Renê da Silva. Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche. 2022. 136 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do campo, 2022. |
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http://tede.metodista.br/jspui/handle/tede/2251 |
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Barbosa, Renê da Silva. Os entraves na reforma do ensino médio à luz da proposta filosófico-educacional em Nietzsche. 2022. 136 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do campo, 2022. |
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http://tede.metodista.br/jspui/handle/tede/2251 |
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