O sujeito descentrado e a educação como estética

• Autor(a) principal: Lemos, Guilherme Augusto Rezende
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10364
• topic: Education; Curriculum; Subjectivity; Educação; Currículos; Subjetividade; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The core of this work certainly are the conditions of possibility of the relationship between teaching and education, arguing both teaching and education in relation with the sense of the nonsense of a resume. My thesis is that, analyzed the possibilities of subjectivity, self-determination is infeasible, i.e., you must include the "other" in the "I" and this inclusion involves penetrating the fields of the unexpected. If it is so, subjectivity constitutes responsibility, being the action to respond to this "other" that is not me, but that also constitutes the "I". Reply to the "other" obscures the "I" as uniqueness, there is no room for such uniqueness, so the being is the unpredictable. This means that it is vain to try to plan the construction of the "I" (the individual, the citizen) of the other in time. Knowledge, heritage, are also "others" that must be answered, and those answers will produce other "others". The curriculum is an "other" that must be answered, and this is true for both the one that selects as for the one for whom the collection is intended. Therefore, there is no possible meaning for a résumé. The encounter with the "other" selected among the inheritance, that is also "other" in itself, dismantles the intended meaning, for the action of responsibility remains unpredictable. For us, there´s left the option of joining the desire of power, the perpetual motion of liability against the unforeseen. To dive into this game, distant from a rational action, following a process of ecstasy and not of vertigo towards knowledge. What is left for us is to trade government policies for state policies, where education is seen as non-useful investment, as a game that breaks the edges of the inside/out, indoor/outdoor, here/there, mine/yours schemes. As a process for which planning ahead is impossible, since it represents the pure unforeseen. This thesis is not qualified as the defense of an idea, but as an adhesion and consequent reflection, a perspective of understanding of what will be the curriculum, teaching practice and knowledge, in the scenario of school education, regardless of the segment. This is a confession and the seeking of a place as a teacher who exercises his craft