Michel Foucault e os mestres do dizer verdadeiro

• Autor(a) principal: Bergamo, Thelma Maria de Moura
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000ck7d
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5325
• topic: Verdade; Experiência; Parrhesía; Linguagem; Truth; Experience; Parrhesia; Laguage; CIENCIAS HUMANAS::EDUCACAO

The present thesis was developed under the stream dealing with Fundaments of Educational Processes within a study field between Philosophy and Education, and is the result of theoretic research that, adopting the work of Michel Foucault as a basis, recognizes, as did said author, the relationship between subject and truth as an articulate axis between the aforementioned study fields. The study was structured upon three research axes that conventionally comprise philosophical work – archaeology, geneaology and ethics – assuming the centrality of the experience concept as an investigation problem, added to the importance of understanding the subjectivation spaces that historically constitute the correlation between the domains of knowledge, normativity types and subjectivity forms. The objective was to reason upon today's figure of the master and the demands put upon this person in the context of Modernity. Departing from an archaeologic reflection analysing episthemologic transformations between the Classic era and Modernity, it strives to establish the way in which the relationships between knowledge and power produce subjectivation experiences. Fields such as literature, political speech, manufacture of thruths regarding the subject and parrhesia are analysed in order to understand Modernity from what we are no longer able to think or to be, recurring to the strategy used by Foucault himself. The impossibilty to establish a mastery relationship as was constituted in Greek-Roman antiquity with basis on efffective convergency between the master's thought, speech and actions is admitted. Therefore, the possibility to create a mastery experience that takes into account both ethics and aesthetics of existence, nowadays, appears to be based upon the specific intellectual concept as a subject capable to mobilize knowledge to act locally, promoting (un)subjectivity experiences for himself and for others that share his existence.