Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.

Detalhes bibliográficos
Autor(a) principal: Guedes, Edson Carvalho
Data de Publicação: 2007
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4826
Resumo: The meta-archeology of Education, suggested in this work, refers to Emmanuel Lévinas and Paulo Freire and wants to orientate a philosophical reflection about the questions raised by the necessity of looking at the Other as a source of learning that enables the human being to be more. The problem concerning this research may be explained as follows: How can Lévinas Philosophy, in a dialog with the educational Theory by Paulo Freire, help defining principles or bases of intersubjective relationships present in education? We consider that the intersubjective relationships, within the educational universe, are built over two great bases or over a basis properly defined and over something that is beyond the basis. A contribution that this research brings and that reveals a possible originality within the educational field refers to the deconstruction of the category that is conveniently referred to as basis or principle. Supported by the philosophy of Emmanuel Lévinas, we present a perspective concerning the Western philosophy that comprised, most of the times, totalitarian bases, concerned about the unit, coherence and synthesis, dismissing, because of that, the singularities, the contradictions and the diversities. We suggest the term meta-archeology to indicate a reality that begins, but that is open to diversity, the difference, resistant to presenting itself as a paradigm. The hypothesis that determined the beginning of our works, already influenced by the philosophy of Emmanuel Lévinas and by the epistemology of the education of Paulo Freire, brings as an answer to our thesis problem the following statement: The relationship between the alterity and the exercise of the dialog enable and emphasize a metaarcheology of the emancipative education, beyond the identity limits. On the other hand, it is the autological rationality that begins and sustains, within the educational processes, the interpersonal relationships excluding and resistant to diversity. In order to build a methodology that would organize the approach of a subject in regards to a phenomenon and, at the same time, offer sufficient elements to [dis]organize and [re]organize the speech in view of future theoretical and practical constructions, we considered it is more convenient to approach the questions raised by the phenomenological hermeneutics of Paul Ricoeur. The thesis was grounded on four main categories: knowledge and autology, on the one hand, and alterity and dialog on the other hand. These are two cuts that tension each other reciprocally. The comprehension of the first group of categories favors the comprehension of the second one and vice-versa. The first group is understood as the basis or principle for the education; the second one, as meta-archeology, something that is beyond the principle (arché). The set of Lévinas categories has alterity as its central category and articulator of the others: ethics and philosophy first, language, subjectivity, autrement (different than being). The set of Freire categories has dialog as its central category and articulates the others: freedom, social and political, justice, culture. With these categories, we tried to build an educational theory that may enable ethical learning processes of reception and commitment with others and even enable learning for the suspicion, refractory to the will of power.
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spelling Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.Meta-arqueologiaAlteridadeDiálogoÉticaFilosofia da EducaçãoEmmanuel LévinasPaulo FreireMeta-archeologyAlterityDialogEthicsEducation PhilosophyEmmanuel LévinasPaulo FreireCNPQ::CIENCIAS HUMANAS::EDUCACAOThe meta-archeology of Education, suggested in this work, refers to Emmanuel Lévinas and Paulo Freire and wants to orientate a philosophical reflection about the questions raised by the necessity of looking at the Other as a source of learning that enables the human being to be more. The problem concerning this research may be explained as follows: How can Lévinas Philosophy, in a dialog with the educational Theory by Paulo Freire, help defining principles or bases of intersubjective relationships present in education? We consider that the intersubjective relationships, within the educational universe, are built over two great bases or over a basis properly defined and over something that is beyond the basis. A contribution that this research brings and that reveals a possible originality within the educational field refers to the deconstruction of the category that is conveniently referred to as basis or principle. Supported by the philosophy of Emmanuel Lévinas, we present a perspective concerning the Western philosophy that comprised, most of the times, totalitarian bases, concerned about the unit, coherence and synthesis, dismissing, because of that, the singularities, the contradictions and the diversities. We suggest the term meta-archeology to indicate a reality that begins, but that is open to diversity, the difference, resistant to presenting itself as a paradigm. The hypothesis that determined the beginning of our works, already influenced by the philosophy of Emmanuel Lévinas and by the epistemology of the education of Paulo Freire, brings as an answer to our thesis problem the following statement: The relationship between the alterity and the exercise of the dialog enable and emphasize a metaarcheology of the emancipative education, beyond the identity limits. On the other hand, it is the autological rationality that begins and sustains, within the educational processes, the interpersonal relationships excluding and resistant to diversity. In order to build a methodology that would organize the approach of a subject in regards to a phenomenon and, at the same time, offer sufficient elements to [dis]organize and [re]organize the speech in view of future theoretical and practical constructions, we considered it is more convenient to approach the questions raised by the phenomenological hermeneutics of Paul Ricoeur. The thesis was grounded on four main categories: knowledge and autology, on the one hand, and alterity and dialog on the other hand. These are two cuts that tension each other reciprocally. The comprehension of the first group of categories favors the comprehension of the second one and vice-versa. The first group is understood as the basis or principle for the education; the second one, as meta-archeology, something that is beyond the principle (arché). The set of Lévinas categories has alterity as its central category and articulator of the others: ethics and philosophy first, language, subjectivity, autrement (different than being). The set of Freire categories has dialog as its central category and articulates the others: freedom, social and political, justice, culture. With these categories, we tried to build an educational theory that may enable ethical learning processes of reception and commitment with others and even enable learning for the suspicion, refractory to the will of power.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA meta-arqueologia da Educação, proposta neste trabalho, toma como referência Emmanuel Lévinas e Paulo Freire e quer orientar uma reflexão filosófica sobre as questões colocadas pela necessidade de olhar o Outro como fonte de uma aprendizagem que possibilita o ser humano ser mais. O problema desta pesquisa pode ser explicitado da seguinte maneira: Como a Filosofia de Lévinas, em diálogo com a Teoria da educação de Paulo Freire ajudam a delinear princípios ou fundamentos de relações intersubjetivas presentes na educação? Consideramos que as relações intersubjetivas, no universo educacional, são construídas sobre dois grandes fundamentos ou sobre um fundamento propriamente dito e sobre algo que está para além do fundamento. Uma contribuição que esta pesquisa traz e que revela uma possível originalidade no campo educacional refere-se à desconstrução da categoria que se convencionou chamar de fundamento ou princípio. Ancorados na filosofia de Emmanuel Lévinas, apresentamos uma perspectiva acerca da filosofia ocidental que constituiu, na maioria das vezes, fundamentos totalitários, preocupados com a unidade, coerência e síntese, destituindo, por conta disso, as singularidades, as contradições e as diversidades. Propomos o termo meta-arqueologia para designar uma realidade que principia, mas que permanece aberta à diversidade, à diferença, resistente a se apresentar como paradigma. A hipótese que marcou o início de nossos trabalhos, já influenciados pela filosofia de Emmanuel Lévinas e pela epistemologia da educação de Paulo Freire, traz como resposta ao nosso problema de tese a seguinte afirmação: A relação de alteridade e o exercício do diálogo permitem e marcam uma meta-arqueologia da educação emancipatória, para além dos limites identitários. Por outro lado, é a racionalidade autológica que principia e sustenta, no interior dos processos educativos, as relações interpessoais excludentes e resistentes à diversidade. Para construir uma metodologia que organizasse a abordagem de um sujeito acerca de um fenômeno e, ao mesmo tempo, oferecesse elementos suficientes para [des]arrumar e [re]organizar o discurso em vista de futuras construções teóricas e práticas, julgamos mais conveniente abordar as questões postas pela hermenêutica fenomenológica de Paul Ricoeur. A tese alicerçou-se em quatro categorias centrais: saber e autologia, de um lado, e alteridade e diálogo, de outro. São dois cortes que se tensionam reciprocamente. A compreensão do primeiro grupo de categorias favorece a compreensão do segundo e vice-versa. O primeiro grupo é compreendido como fundamento ou princípio para a educação; o segundo, como uma meta-arqueologia, algo que está para além do princípio (arché). O conjunto de categorias levinasianas tem alteridade como categoria central e articuladora das outras: ética e filosofia primeira, linguagem, subjetividade, autrement (de outro modo que ser). O conjunto das categorias freireanas tem diálogo como categoria central e articula as outras: liberdade, social e político, justiça, cultura. Com essas categorias, buscamos construir uma teoria educacional que possa viabilizar processos de aprendizagens éticos de acolhimento e compromisso com o outrem e ainda propiciadora de uma aprendizagem para a suspeita, refratária à vontade de poder.Universidade Federal da Paraí­baBREducaçãoPrograma de Pós Graduação em EducaçãoUFPBBrennand, Edna Gusmão de Góeshttp://lattes.cnpq.br/9163217527871872Guedes, Edson Carvalho2015-05-07T15:09:27Z2018-07-20T23:55:15Z2010-03-192018-07-20T23:55:15Z2007-05-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfGUEDES, Edson Carvalho. Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.. 2007. 181 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2007.https://repositorio.ufpb.br/jspui/handle/tede/4826porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T01:40:58Zoai:repositorio.ufpb.br:tede/4826Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T01:40:58Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
title Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
spellingShingle Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
Guedes, Edson Carvalho
Meta-arqueologia
Alteridade
Diálogo
Ética
Filosofia da Educação
Emmanuel Lévinas
Paulo Freire
Meta-archeology
Alterity
Dialog
Ethics
Education Philosophy
Emmanuel Lévinas
Paulo Freire
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
title_full Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
title_fullStr Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
title_full_unstemmed Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
title_sort Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.
author Guedes, Edson Carvalho
author_facet Guedes, Edson Carvalho
author_role author
dc.contributor.none.fl_str_mv Brennand, Edna Gusmão de Góes
http://lattes.cnpq.br/9163217527871872
dc.contributor.author.fl_str_mv Guedes, Edson Carvalho
dc.subject.por.fl_str_mv Meta-arqueologia
Alteridade
Diálogo
Ética
Filosofia da Educação
Emmanuel Lévinas
Paulo Freire
Meta-archeology
Alterity
Dialog
Ethics
Education Philosophy
Emmanuel Lévinas
Paulo Freire
CNPQ::CIENCIAS HUMANAS::EDUCACAO
topic Meta-arqueologia
Alteridade
Diálogo
Ética
Filosofia da Educação
Emmanuel Lévinas
Paulo Freire
Meta-archeology
Alterity
Dialog
Ethics
Education Philosophy
Emmanuel Lévinas
Paulo Freire
CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The meta-archeology of Education, suggested in this work, refers to Emmanuel Lévinas and Paulo Freire and wants to orientate a philosophical reflection about the questions raised by the necessity of looking at the Other as a source of learning that enables the human being to be more. The problem concerning this research may be explained as follows: How can Lévinas Philosophy, in a dialog with the educational Theory by Paulo Freire, help defining principles or bases of intersubjective relationships present in education? We consider that the intersubjective relationships, within the educational universe, are built over two great bases or over a basis properly defined and over something that is beyond the basis. A contribution that this research brings and that reveals a possible originality within the educational field refers to the deconstruction of the category that is conveniently referred to as basis or principle. Supported by the philosophy of Emmanuel Lévinas, we present a perspective concerning the Western philosophy that comprised, most of the times, totalitarian bases, concerned about the unit, coherence and synthesis, dismissing, because of that, the singularities, the contradictions and the diversities. We suggest the term meta-archeology to indicate a reality that begins, but that is open to diversity, the difference, resistant to presenting itself as a paradigm. The hypothesis that determined the beginning of our works, already influenced by the philosophy of Emmanuel Lévinas and by the epistemology of the education of Paulo Freire, brings as an answer to our thesis problem the following statement: The relationship between the alterity and the exercise of the dialog enable and emphasize a metaarcheology of the emancipative education, beyond the identity limits. On the other hand, it is the autological rationality that begins and sustains, within the educational processes, the interpersonal relationships excluding and resistant to diversity. In order to build a methodology that would organize the approach of a subject in regards to a phenomenon and, at the same time, offer sufficient elements to [dis]organize and [re]organize the speech in view of future theoretical and practical constructions, we considered it is more convenient to approach the questions raised by the phenomenological hermeneutics of Paul Ricoeur. The thesis was grounded on four main categories: knowledge and autology, on the one hand, and alterity and dialog on the other hand. These are two cuts that tension each other reciprocally. The comprehension of the first group of categories favors the comprehension of the second one and vice-versa. The first group is understood as the basis or principle for the education; the second one, as meta-archeology, something that is beyond the principle (arché). The set of Lévinas categories has alterity as its central category and articulator of the others: ethics and philosophy first, language, subjectivity, autrement (different than being). The set of Freire categories has dialog as its central category and articulates the others: freedom, social and political, justice, culture. With these categories, we tried to build an educational theory that may enable ethical learning processes of reception and commitment with others and even enable learning for the suspicion, refractory to the will of power.
publishDate 2007
dc.date.none.fl_str_mv 2007-05-04
2010-03-19
2015-05-07T15:09:27Z
2018-07-20T23:55:15Z
2018-07-20T23:55:15Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv GUEDES, Edson Carvalho. Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.. 2007. 181 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2007.
https://repositorio.ufpb.br/jspui/handle/tede/4826
identifier_str_mv GUEDES, Edson Carvalho. Alteridade e Diálogo: uma meta-aqueologia da educação a partir de Emmanuel Lévinas e de Paulo Freire.. 2007. 181 f. Tese (Doutorado em Educação) - Universidade Federal da Paraí­ba, João Pessoa, 2007.
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dc.publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
Educação
Programa de Pós Graduação em Educação
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
Educação
Programa de Pós Graduação em Educação
UFPB
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