Jean-Paul Sartre: a imaginação como modo de existir e de educar
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
dARK ID: | ark:/38995/001300000dn5w |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/9563 |
Resumo: | In this thesis, we intend to understand Jean Paul Sartre's thinking and his relation to education, understanding it as a phenomenon, which carries out itself through informal social manifestations and formal institutionalized social manifestations, planned and articulated among themselves. These actions turn towards an purpose, which is exactly the meaning of the educational act. To understand this relationship, it is necessary to be clear how some fundamental concepts of Sartre's theory, such as consciousness, intentionality, imagination and freedom, are constituted. In the exercise of thinking, with Sartre, education, which is a denial of adequacy and conformity, proposes the formation of the engaged man, responsible for his actions in the world, from three dimensions: language, creation and ethical commitment , open possibilities of free and imagining consciousness. Freedom is a condition of the consciousness that imagines, creates, communicates, realizes, chooses, feels and acts in the world. Therefore, education is an attitude of freedom, of disposition, of openness to the world, to the new, to the nonexistent. It is the creation of meanings in the understanding and knowledge of the real, constant search for overcoming what is stated, instituted. The imaginary, which is transcendent, free to recompose and reinvent the real in a critical attitude to human condition, is an indispensable act for the formation of the free man, engaged in the project of being. |
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Coêlho, Ildeu Moreirahttp://lattes.cnpq.br/4116924347437078Coêlho, Ildeu MoreiraAlmeida, Fábio Ferreira deFurtado, Rita Márcia MagalhãesFerreira, João Roberto ResendeCorbiniano, Simone Alexandre Martinshttp://lattes.cnpq.br/1764901026226307Cardoso, Liliane Barros de Almeida2019-05-03T11:27:44Z2019-04-22ALMEIDA, Liliane Barros de. Jean-Paul Sartre: a imaginação como modo de existir e de educar. 2019. 158 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9563ark:/38995/001300000dn5wIn this thesis, we intend to understand Jean Paul Sartre's thinking and his relation to education, understanding it as a phenomenon, which carries out itself through informal social manifestations and formal institutionalized social manifestations, planned and articulated among themselves. These actions turn towards an purpose, which is exactly the meaning of the educational act. To understand this relationship, it is necessary to be clear how some fundamental concepts of Sartre's theory, such as consciousness, intentionality, imagination and freedom, are constituted. In the exercise of thinking, with Sartre, education, which is a denial of adequacy and conformity, proposes the formation of the engaged man, responsible for his actions in the world, from three dimensions: language, creation and ethical commitment , open possibilities of free and imagining consciousness. Freedom is a condition of the consciousness that imagines, creates, communicates, realizes, chooses, feels and acts in the world. Therefore, education is an attitude of freedom, of disposition, of openness to the world, to the new, to the nonexistent. It is the creation of meanings in the understanding and knowledge of the real, constant search for overcoming what is stated, instituted. The imaginary, which is transcendent, free to recompose and reinvent the real in a critical attitude to human condition, is an indispensable act for the formation of the free man, engaged in the project of being.Essa tese busca compreender a obra de Jean Paul Sartre e sua relação com a educação, como fenômeno, que se realiza por meio de manifestações sociais informais e formais institucionalizadas, planejadas e articuladas entre si. Essas ações visam a um fim, que é o sentido do ato educativo. Para compreender essa relação, é preciso ter claro como se constituem alguns conceitos fundamentais para a teoria sartriana, como consciência, intencionalidade, imaginação e liberdade. Ao pensar, com Sartre, a educação como negação da adequação e da conformação, propõe-se a formação do homem engajado, responsável por seus atos no mundo, em de três dimensões: a linguagem, a criação e o compromisso ético, possibilidades continuamente abertas daconsciência imaginante e livre. A liberdade é condição da consciência que imagina, cria, comunica, realiza, escolhe, sente e age no mundo. Desse modo, a educação é atitude de liberdade, de disposição, de abertura ao mundo, ao novo, ao inexistente. É criação de sentidos na compreensão e conhecimento do real, busca constante de superação do que está posto, instituído. O imaginário, é transcendente, livre para recompor e reinventar o real numa atitude crítica em relação à condição humana, é ação indispensável à formação do homem livre e engajado no projeto de ser.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2019-05-02T13:38:17Z No. of bitstreams: 2 Tese - Liliane Barros de Almeida Cardoso - 2019.pdf: 1475775 bytes, checksum: 76b2178fd838555ed2616906cfa2acad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-05-03T11:27:44Z (GMT) No. of bitstreams: 2 Tese - Liliane Barros de Almeida Cardoso - 2019.pdf: 1475775 bytes, checksum: 76b2178fd838555ed2616906cfa2acad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-05-03T11:27:44Z (GMT). No. of bitstreams: 2 Tese - Liliane Barros de Almeida Cardoso - 2019.pdf: 1475775 bytes, checksum: 76b2178fd838555ed2616906cfa2acad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-04-22application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessIntencionalidadeImaginaçãoLiberdadeEngajamentoEducaçãoIntentionalityImaginationFreedomEngagementEducationFUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAOJean-Paul Sartre: a imaginação como modo de existir e de educarJean-Paul Sartre: imagination as a way of existing and educatinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-57835581169077621366006006002113337254376466508-2040763722139542827reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
dc.title.alternative.eng.fl_str_mv |
Jean-Paul Sartre: imagination as a way of existing and educating |
title |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
spellingShingle |
Jean-Paul Sartre: a imaginação como modo de existir e de educar Cardoso, Liliane Barros de Almeida Intencionalidade Imaginação Liberdade Engajamento Educação Intentionality Imagination Freedom Engagement Education FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO |
title_short |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
title_full |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
title_fullStr |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
title_full_unstemmed |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
title_sort |
Jean-Paul Sartre: a imaginação como modo de existir e de educar |
author |
Cardoso, Liliane Barros de Almeida |
author_facet |
Cardoso, Liliane Barros de Almeida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Coêlho, Ildeu Moreira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4116924347437078 |
dc.contributor.referee1.fl_str_mv |
Coêlho, Ildeu Moreira |
dc.contributor.referee2.fl_str_mv |
Almeida, Fábio Ferreira de |
dc.contributor.referee3.fl_str_mv |
Furtado, Rita Márcia Magalhães |
dc.contributor.referee4.fl_str_mv |
Ferreira, João Roberto Resende |
dc.contributor.referee5.fl_str_mv |
Corbiniano, Simone Alexandre Martins |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1764901026226307 |
dc.contributor.author.fl_str_mv |
Cardoso, Liliane Barros de Almeida |
contributor_str_mv |
Coêlho, Ildeu Moreira Coêlho, Ildeu Moreira Almeida, Fábio Ferreira de Furtado, Rita Márcia Magalhães Ferreira, João Roberto Resende Corbiniano, Simone Alexandre Martins |
dc.subject.por.fl_str_mv |
Intencionalidade Imaginação Liberdade Engajamento Educação |
topic |
Intencionalidade Imaginação Liberdade Engajamento Educação Intentionality Imagination Freedom Engagement Education FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Intentionality Imagination Freedom Engagement Education |
dc.subject.cnpq.fl_str_mv |
FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO |
description |
In this thesis, we intend to understand Jean Paul Sartre's thinking and his relation to education, understanding it as a phenomenon, which carries out itself through informal social manifestations and formal institutionalized social manifestations, planned and articulated among themselves. These actions turn towards an purpose, which is exactly the meaning of the educational act. To understand this relationship, it is necessary to be clear how some fundamental concepts of Sartre's theory, such as consciousness, intentionality, imagination and freedom, are constituted. In the exercise of thinking, with Sartre, education, which is a denial of adequacy and conformity, proposes the formation of the engaged man, responsible for his actions in the world, from three dimensions: language, creation and ethical commitment , open possibilities of free and imagining consciousness. Freedom is a condition of the consciousness that imagines, creates, communicates, realizes, chooses, feels and acts in the world. Therefore, education is an attitude of freedom, of disposition, of openness to the world, to the new, to the nonexistent. It is the creation of meanings in the understanding and knowledge of the real, constant search for overcoming what is stated, instituted. The imaginary, which is transcendent, free to recompose and reinvent the real in a critical attitude to human condition, is an indispensable act for the formation of the free man, engaged in the project of being. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-03T11:27:44Z |
dc.date.issued.fl_str_mv |
2019-04-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Liliane Barros de. Jean-Paul Sartre: a imaginação como modo de existir e de educar. 2019. 158 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/9563 |
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ark:/38995/001300000dn5w |
identifier_str_mv |
ALMEIDA, Liliane Barros de. Jean-Paul Sartre: a imaginação como modo de existir e de educar. 2019. 158 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. ark:/38995/001300000dn5w |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Goiás |
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