Filosofia, democracia e autonomia: o pensamento de Cornelius Castoriadis e a formação humana

• Main Author: FERREIRA, Evandson Paiva
• Publication Date: 2012
• Format: Doctoral thesis
• Language: por
• Source: Repositório Institucional da UFG
• Download full: http://repositorio.bc.ufg.br/tede/handle/tde/1145
• topic: filosofia; autonomia; democracia; formação humana; philosophy; autonomy; democracy; human formation; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO

In this thesis, Line Research Foundation of Educational Processes, philosophy and education field studies investigate the work of Cornelius Castoriadis and his concept of autonomy. The possible implications for the meaning of human formation and the boundaries set by the formation of reflective and deliberative subjectivities are a main theme. Divided into four chapters, the paper discusses the institution of society and the concept of radical imaginary; Castoriadis creates a fundamental distinction between autonomy and heteronomy then explains the development process of the individual by society. The next chapter investigates how Castoriadis interprets the experience of Greek thought, particularly the creation of philosophy and democracy, basic individual design and collective autonomy. In the third chapter, a resurgence in Modernity is studied. These implications as well as affects from the distant past can be seen in politics and education here. What is at issue in ancient Greece and modern Europe is a collective project of autonomy inseparable from the way sociological ideals and education. The significations of that historical period, especially these key concepts present in this discipline, are emancipatory in its normative dimensions. The final section of this thesis discusses the latest phase of Modernity. Castoriadis considers this a period of obscure autonomy, privatization of the individual and acceptance. The implications for training a school attacked by standard control and achievement are examined in relation to the trivialization of knowledge and thought from this era. This thesis aims to demonstrate that a philosophy of education consists in lieu of Castoriadis position against every form of heteronymous education, confirming that autonomy can only make sense when human formation is able to establish a critically and creatively relationship with the institutions, values and themselves.