Educação como mediação entre cotidiano e não-cotidiano : a construção da individualidade em Agnes Heller

• Autor(a) principal: Carbonari, Márcia
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://10.0.217.128:8080/jspui/handle/tede/740
• topic: Heller, Agnes - 1929-; Educação; Individualidade; Desenvolvimento da personalidade; Heller, Agnes - 1929; Education; Individuality; Personality - development; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study has the objective to analyze the relation between daily life and education and the possibilities of individuality development, based on Agnes Heller, a Hungary philosopher. Having a comprehension about daily life as a questioning bases of human necessities, the first and immediate fact is that all human being at birth get into relation and to not perish he or she needs to take possession of it, live the daily life and give prove of his or her vital capacity. In this range of action, the human being reproduces itself directly as particularity and, indirectly, the society as a generic being. However, if we remain at the level of satisfaction of necessities generated at the level of satisfaction of necessities generated by the particularity, our life is reduced to daily. This way, alienated. When everyday life becomes a terrain of alienation the human being is by this time not able of cultivating its own capacities and qualities in such a way to set apart consciously the human development promoting the syntheses between particularity and generality. In the study we developed, we afford to show that exist possible and capable mediations to promote this syntheses by the affirmation of individuality as a vital union of these elements. The individual is the capable subject of choosing measures that take into account the particular and generic. The individuality expresses the re-appropriation of the lost humanity in the process of alienation. This way, daily can be a place of freedom, so it´s there that human being lives and power his or her humanity. Liberty is not the absolute inversion of daily, but a process that results on the production of daily, done by the subject as individuality. This process, part of daily and the daily result as an arriving point. The changing subject´s task is not of adequacy to daily, but how this subject produces freedom daily. In this way, education as a critical formation, autonomous and citizen is a horizon between what is and what can be, between daily and no daily in the formation of individuality. The education assumed as an assignment to the construction of particular subjects into individual subjects is a critical process of humanization. In this way, it is presented as process of comprehension of the context we live and the elements that are powered and restrainers of capabilities and qualities of human development, as well it is a process of becoming conscious that if we want to improve our lives (ours and others live) we need to act in this context, not waiting that something external to us or somebody modifies it, it is, we must act to generate the conditions that permits the enlargement of individuality. In this direction, the education must generate the comprehension about the oppressive daily and unviability of individuality and at the same time show to the students the possibilities of freedom generated from and in the daily basis.