Formação e violência como fragmentos de memórias da docência
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20495 |
Resumo: | This thesis work was developed within the Research Line Training, Knowledge and Professional Development (LP1), Postgraduate Program in Education, Center of Education, Federal University of Santa Maria-RS. The research consisted, centrally, in clarifying and dimensioning the “weight” and the meaning that violence assumes in human formation, especially in teacher education. To this end, we follow Walter Benjamin's studies, highlighting the research prominently by the contributions of the text To the Criticism of Violence, from which it is possible to understand that the way we most often encounter violence is mythic or law violence, whose most constant expression is given by the state in its control task. On the other hand, even in the Benjaminian perspective, divine violence has the role of purifying all the violence produced by law, manifesting itself in committed actions of claim for the change of situations of injustice. In this sense, it has, potentially, a reference in the sphere of education, through the action of critical thinking, expressed in mediating movements through the instance of language. Therefore, we propose to empirically inquire into the implications of the different manifestations and experiences of violence present in the teachers' memory. Under these conditions, our basic questions are stated in the following terms: How can the narratives emanating from teachers (through recollection) understood and organized in the methodological perspective of the Medieval Mosaic, offer possibilities for understanding the complex relationship between violence and formation? What memories does the teacher have about the violence in the school space of his / her student experience, and how does this issue, to some extent, relate to “being a teacher”? This means thinking about teacher education based on the importance that the category of violence exerts, through memory, in the trajectory of human formation marked by its schooling career. In this sense, this thesis adds specific contributions to the field of teacher education through the philosophy of education. Thus, we defend the thesis that the formation of the teaching being in its inextricable relation with the formative memory is constituted by violence; therefore, the remembrance and critical self-clarification of this process - together with the psychoanalytical bases - should be established as pillars for the formation and teaching performance in the non-violence instance. |
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2021-04-07T18:09:32Z2021-04-07T18:09:32Z2019-12-16http://repositorio.ufsm.br/handle/1/20495This thesis work was developed within the Research Line Training, Knowledge and Professional Development (LP1), Postgraduate Program in Education, Center of Education, Federal University of Santa Maria-RS. The research consisted, centrally, in clarifying and dimensioning the “weight” and the meaning that violence assumes in human formation, especially in teacher education. To this end, we follow Walter Benjamin's studies, highlighting the research prominently by the contributions of the text To the Criticism of Violence, from which it is possible to understand that the way we most often encounter violence is mythic or law violence, whose most constant expression is given by the state in its control task. On the other hand, even in the Benjaminian perspective, divine violence has the role of purifying all the violence produced by law, manifesting itself in committed actions of claim for the change of situations of injustice. In this sense, it has, potentially, a reference in the sphere of education, through the action of critical thinking, expressed in mediating movements through the instance of language. Therefore, we propose to empirically inquire into the implications of the different manifestations and experiences of violence present in the teachers' memory. Under these conditions, our basic questions are stated in the following terms: How can the narratives emanating from teachers (through recollection) understood and organized in the methodological perspective of the Medieval Mosaic, offer possibilities for understanding the complex relationship between violence and formation? What memories does the teacher have about the violence in the school space of his / her student experience, and how does this issue, to some extent, relate to “being a teacher”? This means thinking about teacher education based on the importance that the category of violence exerts, through memory, in the trajectory of human formation marked by its schooling career. In this sense, this thesis adds specific contributions to the field of teacher education through the philosophy of education. Thus, we defend the thesis that the formation of the teaching being in its inextricable relation with the formative memory is constituted by violence; therefore, the remembrance and critical self-clarification of this process - together with the psychoanalytical bases - should be established as pillars for the formation and teaching performance in the non-violence instance.O presente trabalho de tese foi desenvolvido dentro da Linha de pesquisa Formação, Saberes e Desenvolvimento Profissional (LP1), do Programa de Pós-Graduação em Educação, do Centro de Educação, da Universidade Federal de Santa Maria-RS. A investigação consistiu, centralmente, em esclarecer e dimensionar o “peso” e o significado que a violência assume na formação humana, em especial na formação de professores. Para tanto, seguimos os estudos de Walter Benjamin, balizando a pesquisa proeminentemente pelas contribuições do texto Para a Crítica da Violência, a partir do qual é possível compreender que a forma com que mais frequentemente nos deparamos com a violência, é violência mítica ou do direito, cuja expressão mais constante é dada pelo Estado em sua tarefa de controle. Em contrapartida, ainda na perspectiva benjaminiana, a violência divina tem o papel de expurgar toda a violência produzida pelo direito, manifestando-se em ações engajadas de reivindicação para a mudança das situações de injustiças. Nessa direção, ela tem, potencialmente, uma referência na esfera da educação, pela ação do pensamento crítico, expresso em movimentos mediadores através da instância da linguagem. Assim sendo, nos propomos perquirir empiricamente as implicações das diferentes manifestações e experiências de violência presentes na memória dos docentes. Nessas condições, nossas questões basilares estão enunciadas nos seguintes termos: Como as narrativas emanadas pelos professores (por meio da rememoração) compreendidas e organizadas na perspectiva metodológica do Mosaico Medieval, poderão oferecer possibilidades para a compreensão da complexa relação entre violência e formação? Quais memórias o professor (a) tem da violência no espaço escolar da sua experiência de aluno (a), e como essa questão, em alguma medida, se relaciona com o “ser docente”? Isso significa pensar a formação de professores a partir da importância que a categoria da violência exerce, pela via da memória, na trajetória da formação humana marcada pelo seu percurso escolarizante. Nesse sentido, este trabalho de tese acrescenta contribuições específicas ao campo da formação de professores pelo viés da filosofia da educação. Assim, defendemos a tese de que a formação do ser docente na sua inextrincável relação com a memória formativa é constituída pela violência; cabendo, portanto, a rememoração e o autoesclarecimento crítico desse processo – aliado à bases psicanalíticas – estabelecerem-se como pilares para a formação e atuação docente na instância da não-violência.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/openAccessFormaçãoViolênciaMemória formativaRememoraçãoExperiênciaInfânciaFormationViolenceFormative memoryRemembranceExperienceChildhoodCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação e violência como fragmentos de memórias da docênciaFormation and violence as fragments of teaching memoriesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrevisan, Amarildo Luizhttp://lattes.cnpq.br/2534601801498544Oliveira, Valeska Maria Fortes deDalbosco, Cláudio AlmirZanella, Diego CarlosCunha, Jorge Luiz dahttp://lattes.cnpq.br/4057247902325473Pedroso, Eliana Regina Fritzen700800000006600600600600600600600d89eb085-4184-4078-b26a-646eb9ff6d45e74b9509-cc22-4707-b41d-f0c4994c088acb9970a8-dd87-4b5b-a105-27749fddf7ce135e7486-d48d-4c33-b205-27889873a9fe368837eb-d40d-4c88-b2b6-e1abff1862f44424e5a4-74af-4592-aea8-d8ce26fe8694reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_PEDROSO_ELIANA.pdfTES_PPGEDUCACAO_2019_PEDROSO_ELIANA.pdfTESEapplication/pdf1683023http://repositorio.ufsm.br/bitstream/1/20495/1/TES_PPGEDUCACAO_2019_PEDROSO_ELIANA.pdf29f0018a5931fbb52c61144f50185b66MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Formação e violência como fragmentos de memórias da docência |
dc.title.alternative.eng.fl_str_mv |
Formation and violence as fragments of teaching memories |
title |
Formação e violência como fragmentos de memórias da docência |
spellingShingle |
Formação e violência como fragmentos de memórias da docência Pedroso, Eliana Regina Fritzen Formação Violência Memória formativa Rememoração Experiência Infância Formation Violence Formative memory Remembrance Experience Childhood CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação e violência como fragmentos de memórias da docência |
title_full |
Formação e violência como fragmentos de memórias da docência |
title_fullStr |
Formação e violência como fragmentos de memórias da docência |
title_full_unstemmed |
Formação e violência como fragmentos de memórias da docência |
title_sort |
Formação e violência como fragmentos de memórias da docência |
author |
Pedroso, Eliana Regina Fritzen |
author_facet |
Pedroso, Eliana Regina Fritzen |
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 |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee2.fl_str_mv |
Dalbosco, Cláudio Almir |
dc.contributor.referee3.fl_str_mv |
Zanella, Diego Carlos |
dc.contributor.referee4.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4057247902325473 |
dc.contributor.author.fl_str_mv |
Pedroso, Eliana Regina Fritzen |
contributor_str_mv |
Trevisan, Amarildo Luiz Oliveira, Valeska Maria Fortes de Dalbosco, Cláudio Almir Zanella, Diego Carlos Cunha, Jorge Luiz da |
dc.subject.por.fl_str_mv |
Formação Violência Memória formativa Rememoração Experiência Infância |
topic |
Formação Violência Memória formativa Rememoração Experiência Infância Formation Violence Formative memory Remembrance Experience Childhood CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Formation Violence Formative memory Remembrance Experience Childhood |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis work was developed within the Research Line Training, Knowledge and Professional Development (LP1), Postgraduate Program in Education, Center of Education, Federal University of Santa Maria-RS. The research consisted, centrally, in clarifying and dimensioning the “weight” and the meaning that violence assumes in human formation, especially in teacher education. To this end, we follow Walter Benjamin's studies, highlighting the research prominently by the contributions of the text To the Criticism of Violence, from which it is possible to understand that the way we most often encounter violence is mythic or law violence, whose most constant expression is given by the state in its control task. On the other hand, even in the Benjaminian perspective, divine violence has the role of purifying all the violence produced by law, manifesting itself in committed actions of claim for the change of situations of injustice. In this sense, it has, potentially, a reference in the sphere of education, through the action of critical thinking, expressed in mediating movements through the instance of language. Therefore, we propose to empirically inquire into the implications of the different manifestations and experiences of violence present in the teachers' memory. Under these conditions, our basic questions are stated in the following terms: How can the narratives emanating from teachers (through recollection) understood and organized in the methodological perspective of the Medieval Mosaic, offer possibilities for understanding the complex relationship between violence and formation? What memories does the teacher have about the violence in the school space of his / her student experience, and how does this issue, to some extent, relate to “being a teacher”? This means thinking about teacher education based on the importance that the category of violence exerts, through memory, in the trajectory of human formation marked by its schooling career. In this sense, this thesis adds specific contributions to the field of teacher education through the philosophy of education. Thus, we defend the thesis that the formation of the teaching being in its inextricable relation with the formative memory is constituted by violence; therefore, the remembrance and critical self-clarification of this process - together with the psychoanalytical bases - should be established as pillars for the formation and teaching performance in the non-violence instance. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-16 |
dc.date.accessioned.fl_str_mv |
2021-04-07T18:09:32Z |
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2021-04-07T18:09:32Z |
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http://repositorio.ufsm.br/handle/1/20495 |
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http://repositorio.ufsm.br/handle/1/20495 |
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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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Universidade Federal de Santa Maria Centro de Educação |
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