Violência mítica ou divina na educação? Contribuições para a formação de professores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18719 |
Resumo: | This research establish the understanding of the concepts of mythic and divine violence in Walter Benjamin's thinking, defending its validity in the field of Education, and, in this sense, its necessary insertion to contribute in the process that we call teacher training. To that end, we have brought along the contribution of authors who dialogue with Benjaminian reflection, trying to trace a path that goes from the analysis of the concepts involved to the theme, to the exposition of a possible new relationship of understanding between violence and education. For this, we intend to develop a study on the phenomenon of violence, criticizing its interpretation and instrumental use. The need for this study is justified by the actuality of the concepts discussed here and their reverberations in society in general, and in educational spaces in particular. The theoretical framework that will guide us is present in studies of reference authors of the philosophy of education, such as Benjamin, Arendt, Bourdieu and Agamben. We work, in the construction of the text, in the perspective of an approach in the bias of philosophical hermeneutics. Almost a taboo in education, violence often remains on the uncritical horizon of common sense: an evil in itself. We find in Benjamin a serious study about violence (mythical/divine) where it appears as a phenomenon, and in this sense, as a category of promising analysis to unveil misconceptions about the place of violence in Education. Benjamin points out that this force in education lies outside the law, that is, outside the constitution, outside of what is established by the system of laws and rules of the State. We see in Benjamin that the concept of violence is revised, taking into account means and ends, and in this critique, the author refers us to two types of violence: mythic violence and divine violence. The first as justification of means and ends, at the service of the State, of law; the second as pure manifestation, with no interest in achieving ends or justifying means. In this reflection we intend to contribute in the dialogical and permanent process of proposing a school that is the base and space of transition for life in society, full and citizen, no longer a mere life (zoé) but life worth living (bios) as the Greeks taught. |
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2019-10-30T19:45:05Z2019-10-30T19:45:05Z2018-08-09http://repositorio.ufsm.br/handle/1/18719This research establish the understanding of the concepts of mythic and divine violence in Walter Benjamin's thinking, defending its validity in the field of Education, and, in this sense, its necessary insertion to contribute in the process that we call teacher training. To that end, we have brought along the contribution of authors who dialogue with Benjaminian reflection, trying to trace a path that goes from the analysis of the concepts involved to the theme, to the exposition of a possible new relationship of understanding between violence and education. For this, we intend to develop a study on the phenomenon of violence, criticizing its interpretation and instrumental use. The need for this study is justified by the actuality of the concepts discussed here and their reverberations in society in general, and in educational spaces in particular. The theoretical framework that will guide us is present in studies of reference authors of the philosophy of education, such as Benjamin, Arendt, Bourdieu and Agamben. We work, in the construction of the text, in the perspective of an approach in the bias of philosophical hermeneutics. Almost a taboo in education, violence often remains on the uncritical horizon of common sense: an evil in itself. We find in Benjamin a serious study about violence (mythical/divine) where it appears as a phenomenon, and in this sense, as a category of promising analysis to unveil misconceptions about the place of violence in Education. Benjamin points out that this force in education lies outside the law, that is, outside the constitution, outside of what is established by the system of laws and rules of the State. We see in Benjamin that the concept of violence is revised, taking into account means and ends, and in this critique, the author refers us to two types of violence: mythic violence and divine violence. The first as justification of means and ends, at the service of the State, of law; the second as pure manifestation, with no interest in achieving ends or justifying means. In this reflection we intend to contribute in the dialogical and permanent process of proposing a school that is the base and space of transition for life in society, full and citizen, no longer a mere life (zoé) but life worth living (bios) as the Greeks taught.Esta pesquisa estabelece a compreensão dos conceitos de violência mítica e divina no pensamento de Walter Benjamin, defendendo sua validade para o campo da Educação, e, nesse sentido, sua necessária inserção para contribuir no processo que chamamos formação de professores. Para tanto, trouxemos além de Walter Benjamin a contribuição de autores que dialogam com a reflexão benjaminiana, traçando um caminho que vai da análise dos conceitos envolvidos com o tema, até a exposição de uma possível nova relação de compreensão entre violência e educação. Desenvolvemos um estudo sobre o fenômeno da violência para o campo da educação, fazendo uma crítica a sua interpretação e uso instrumental. A necessidade deste estudo se justifica pela atualidade dos conceitos aqui discutidos e suas reverberações na sociedade em geral, e nos espaços educativos em particular. O referencial teórico que nos orientamos está presente em estudos de autores referência da filosofia da educação, tais como Benjamin, Arendt, Bourdieu e Agamben. Trabalhamos, na construção do texto, na perspectiva de uma abordagem no viés da hermenêutica filosófica. Quase um tabu na educação, a violência muitas vezes permanece no horizonte acrítico do senso comum: um mal em si. Encontramos em Benjamin um estudo sério sobre a violência (mítica/divina) em que esta comparece como fenômeno, e neste sentido, como categoria de análise promissora para desvelar equívocos sobre o lugar que ocupa a violência na Educação. Benjamin chama a atenção que essa força, na educação, se encontra fora do direito, ou seja, fora do constituído, fora do que está estabelecido pelo sistema de leis e regras do Estado. Percebemos, em Benjamin, que o conceito de violência é revisto, levando em consideração meios e fins, e nesta crítica, o autor nos remete para dois tipos de violência: a violência mítica e a violência divina. A primeira como justificação dos meios e dos fins, a serviço do Estado, do direito; a segunda como manifestação pura, sem interesse por alcançar fins ou justificar meios. Nessa reflexão pensamos contribuir no processo dialógico e permanente de propor uma escola que seja base e espaço de transição para a vida em sociedade, plena e cidadã, que não seja mais mera vida (zoé) mas vida que vale a pena ser vivida (bios), como ensinaram os gregos.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessViolênciaFormaçãoHermenêuticaEducaçãoBiopolíticaViolenceSchoolHermeneuticsBiopoliticsCNPQ::CIENCIAS HUMANAS::EDUCACAOViolência mítica ou divina na educação? Contribuições para a formação de professoresMythical or divine violence in education? 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dc.title.por.fl_str_mv |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
dc.title.alternative.eng.fl_str_mv |
Mythical or divine violence in education? Contributions to teacher training |
title |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
spellingShingle |
Violência mítica ou divina na educação? Contribuições para a formação de professores Prohmann, Patricia Rosi Violência Formação Hermenêutica Educação Biopolítica Violence School Hermeneutics Biopolitics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
title_full |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
title_fullStr |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
title_full_unstemmed |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
title_sort |
Violência mítica ou divina na educação? Contribuições para a formação de professores |
author |
Prohmann, Patricia Rosi |
author_facet |
Prohmann, Patricia Rosi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Trevisan, Amarildo Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2534601801498544 |
dc.contributor.referee1.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.referee2.fl_str_mv |
Azevedo, Mauricio Cristiano de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6345536958187149 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7604020042251788 |
dc.contributor.author.fl_str_mv |
Prohmann, Patricia Rosi |
contributor_str_mv |
Trevisan, Amarildo Luiz Barcelos, Valdo Hermes de Lima Azevedo, Mauricio Cristiano de |
dc.subject.por.fl_str_mv |
Violência Formação Hermenêutica Educação Biopolítica |
topic |
Violência Formação Hermenêutica Educação Biopolítica Violence School Hermeneutics Biopolitics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Violence School Hermeneutics Biopolitics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research establish the understanding of the concepts of mythic and divine violence in Walter Benjamin's thinking, defending its validity in the field of Education, and, in this sense, its necessary insertion to contribute in the process that we call teacher training. To that end, we have brought along the contribution of authors who dialogue with Benjaminian reflection, trying to trace a path that goes from the analysis of the concepts involved to the theme, to the exposition of a possible new relationship of understanding between violence and education. For this, we intend to develop a study on the phenomenon of violence, criticizing its interpretation and instrumental use. The need for this study is justified by the actuality of the concepts discussed here and their reverberations in society in general, and in educational spaces in particular. The theoretical framework that will guide us is present in studies of reference authors of the philosophy of education, such as Benjamin, Arendt, Bourdieu and Agamben. We work, in the construction of the text, in the perspective of an approach in the bias of philosophical hermeneutics. Almost a taboo in education, violence often remains on the uncritical horizon of common sense: an evil in itself. We find in Benjamin a serious study about violence (mythical/divine) where it appears as a phenomenon, and in this sense, as a category of promising analysis to unveil misconceptions about the place of violence in Education. Benjamin points out that this force in education lies outside the law, that is, outside the constitution, outside of what is established by the system of laws and rules of the State. We see in Benjamin that the concept of violence is revised, taking into account means and ends, and in this critique, the author refers us to two types of violence: mythic violence and divine violence. The first as justification of means and ends, at the service of the State, of law; the second as pure manifestation, with no interest in achieving ends or justifying means. In this reflection we intend to contribute in the dialogical and permanent process of proposing a school that is the base and space of transition for life in society, full and citizen, no longer a mere life (zoé) but life worth living (bios) as the Greeks taught. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-09 |
dc.date.accessioned.fl_str_mv |
2019-10-30T19:45:05Z |
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2019-10-30T19:45:05Z |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/18719 |
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http://repositorio.ufsm.br/handle/1/18719 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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