Educação estética enquanto Bildung em Herbert Marcuse

• Autor(a) principal: Baroni, Vivian
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/1882
• topic: Educação; Estética; Sociologia educacional; CIENCIAS HUMANAS::EDUCACAO

Considering the formative character of Herbert Marcuse's aesthetic writings, especially the inspiration in Friedrich Schiller's theoretical matrix, the present thesis seeks to demonstrate how the Marcusean educational theory approaches Bildung's German concept. The research developed here was carried out through a bibliographic analysis of hermeneutic nature, aiming to study the most representative aesthetic texts of each period of Marcusean thought, in direct dialogue with the concept of Bildung expressed in Schiller Letters. We start from the hypothesis that Marcuse's aesthetic education is based on the Schillerian Bildung in terms that it perceives the divorce between reason and sensitivity as a source of drive repression and limitation in the development of potentialities. In this sense, only a concept of sensible rationality, in a movement provided by aesthetic education as extended formation, would be able to foster the free development of men and things. The philosopher's reflections on the new sensibility and the assertion of the emancipatory potential of aesthetic form lead us to maintain that his aesthetic theory contains perhaps the last historical conception of education in the shape of Schiller's Bildung. It can be concluded that, viewed from the lens of Bildung, and in latent contradiction with one-dimensional education, the formative conception that springs from Marcuse's work brings us a rich source of concepts capable of fostering a critical reflection of contemporary educational problems. It is also concluded that Marcuse's interpretation of the urgent need for aesthetic education as a way of solving political problems, leading to the construction of another reality principle, establishes in his educational theory an important support point for rethinking progress and human achievement