Da essência da técnica ao pensamento meditativo: caminhos para a formação humana
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/2467 |
Resumo: | Contemporary education shows development and modernization, especially in the technological field. On the other hand, it also demonstrates to be suffering a distance from the ideia of formation thought in the sense of Bildung. However, such a notion is necessary, in our view, to ensure a critical and plural educational project, which contemplates human beings with their most diverse interests and possibilities of achievement. Inserted in a mercantile context, education allows itself to be governed by the logic of business administration, where the subjects involved in this process tend to be understood as numbers and labor for the job market. It is no longer a matter of formation in the sense of improving rationality, cultivating the soul and promoting reflective thinking. The focus falls back on obtaining knowledge and practices capable of assisting in the production of resources relevant to the capitalist-neoliberal demand, which expands the reach of the technical forces that, in Heidegger's understanding, condition the modern world. These technical forces are not simply equivalent to the impact of the technological apparatuses that permeate our existence, rather, they refer to the fundamental posture that underlies everything technical. A posture that structures our relationship with the world in such a way that our understanding of being and ourselves is framed by the challenge of exploitation and ordination of the real. This thesis aims, therefore, through a bibliographical and hermeneutic perspective, to bring the educational field closer to the question concerning technology, developed by Martin Heidegger, exposing a diagnosis of the present time and possible paths for a possible formation within the limits of the technical world. We tried to elucidate that the greatest danger of the technique is due to the narrowing of thought and the openness of the world, which results in a reduced formation.We conclude that there is a possible formative dimension since heideggerian diagnosis of the domain of technique in the modern world. When we reach, through meditative thinking, the awareness of the essence of technology, we conquer some freedom in our relationship with it. Therefore, becoming aware of technology is the condition for formation in the sense of self-cultivation, whose main trait is the serene posture in the face of its demands. To form oneself in serenity is to learn how to say yes and to say no to technology: to learn to accept its irreversible presence and what potential it brings to life, but not allow oneself to be enframed by its homogenizing force. This preserves a stronghold for the singular, where difference and radical novelty can survive. In this sense, the special way of thinking that Heidegger calls meditation becomes central. To form oneself in a serene relationship with technology demands the cultivation of reflection, meditation about ourselves and our world to be capable of inaugurating new meanings, ensuring ways of life and formative processes different from those proposed by the technique. |
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Dalbosco, Claudio AlmirCPF 42457190010http://lattes.cnpq.br/1671875455751185CPF 01116216078http://lattes.cnpq.br/8139404241610726Rodrigues, Raísla Girardi2023-03-27T16:47:38Z2022-10-06RODRIGUES, Raísla Girardi. Da essência da técnica ao pensamento meditativo: caminhos para a formação humana. 2022. 126 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022.http://tede.upf.br:8080/jspui/handle/tede/2467Contemporary education shows development and modernization, especially in the technological field. On the other hand, it also demonstrates to be suffering a distance from the ideia of formation thought in the sense of Bildung. However, such a notion is necessary, in our view, to ensure a critical and plural educational project, which contemplates human beings with their most diverse interests and possibilities of achievement. Inserted in a mercantile context, education allows itself to be governed by the logic of business administration, where the subjects involved in this process tend to be understood as numbers and labor for the job market. It is no longer a matter of formation in the sense of improving rationality, cultivating the soul and promoting reflective thinking. The focus falls back on obtaining knowledge and practices capable of assisting in the production of resources relevant to the capitalist-neoliberal demand, which expands the reach of the technical forces that, in Heidegger's understanding, condition the modern world. These technical forces are not simply equivalent to the impact of the technological apparatuses that permeate our existence, rather, they refer to the fundamental posture that underlies everything technical. A posture that structures our relationship with the world in such a way that our understanding of being and ourselves is framed by the challenge of exploitation and ordination of the real. This thesis aims, therefore, through a bibliographical and hermeneutic perspective, to bring the educational field closer to the question concerning technology, developed by Martin Heidegger, exposing a diagnosis of the present time and possible paths for a possible formation within the limits of the technical world. We tried to elucidate that the greatest danger of the technique is due to the narrowing of thought and the openness of the world, which results in a reduced formation.We conclude that there is a possible formative dimension since heideggerian diagnosis of the domain of technique in the modern world. When we reach, through meditative thinking, the awareness of the essence of technology, we conquer some freedom in our relationship with it. Therefore, becoming aware of technology is the condition for formation in the sense of self-cultivation, whose main trait is the serene posture in the face of its demands. To form oneself in serenity is to learn how to say yes and to say no to technology: to learn to accept its irreversible presence and what potential it brings to life, but not allow oneself to be enframed by its homogenizing force. This preserves a stronghold for the singular, where difference and radical novelty can survive. In this sense, the special way of thinking that Heidegger calls meditation becomes central. To form oneself in a serene relationship with technology demands the cultivation of reflection, meditation about ourselves and our world to be capable of inaugurating new meanings, ensuring ways of life and formative processes different from those proposed by the technique.A educação contemporânea apresenta desenvolvimento e modernização, principalmente no campo tecnológico. Por outro lado, demonstra estar se distanciando da ideia de formação pensada no sentido da Bildung. Todavia, tal noção é necessária, ao nosso ver, para assegurar um projeto educacional crítico e plural, que contemple os seres humanos com seus mais diversos interesses e possibilidades de realização. Inserida em um contexto mercantil, a educação passa a ser regida pela lógica da administração empresarial, onde os sujeitos implicados nesse processo tendem a ser compreendidos como números e mão de obra para o mercado de trabalho. Não se trata mais de formar no sentido de aprimorar a racionalidade, cultivar a alma e impulsionar o pensamento reflexivo. O foco passa a recair na obtenção de saberes e práticas capazes de auxiliar na produção de recursos pertinentes à demanda capitalista-neoliberal, o que amplia o alcance das forças técnicas que, no entender de Heidegger, condiciona o mundo moderno. Essas forças não equivalem simplesmente ao impacto dos aparatos tecnológicos que permeiam nossa existência, mas à postura fundamental que subjaz a tudo o que é técnico. Uma postura que estrutura nossa relação com o mundo de tal modo que nossa compreensão dos entes e de nós mesmos é enquadrada pelo desafio de exploração e ordenação do real. A presente tese visa, portanto, através de uma perspectiva bibliográfica e hermenêutica, aproximar o campo educacional da questão da técnica, desenvolvida por Martin Heidegger, expondo um diagnóstico do tempo presente e distintos caminhos para uma formação possível nos limites do mundo técnico. Tentamos elucidar que o maior perigo da técnica se dá pelo estreitamento do pensamento e da abertura de mundo, o que resulta em uma formação reduzida. Concluímos que há uma dimensão formativa possível desde o diagnóstico heideggeriano do domínio da técnica no mundo moderno. Quando atingimos, por meio do pensamento meditativo, a consciência da essência da técnica, conquistamos alguma liberdade na relação com ela. Logo, tomar consciência sobre a técnica é a condição para a formação no sentido de um autocultivo de si, cujo traço principal é a postura serena frente às suas demandas. Formar a si mesmo na serenidade é aprender a dizer sim e a dizer não à técnica: aprender a aceitar sua presença irreversível e o que ela traz de potencial para a vida, mas não se deixar enquadrar por sua força homogeneizante. Isso preserva um reduto para o singular, onde a diferença e a novidade radical podem sobreviver. Nesse sentido, o tipo especial de pensamento que Heidegger chama de meditação torna-se central. Formar a si mesmo em uma relação serena com a técnica demanda o cultivo da reflexão, da meditação sobre nós mesmos e sobre nosso mundo para inaugurar novos sentidos e assegurar modos de vida e processos formativos distintos daqueles propostos pela técnica.Submitted by Jucelei Domingues (jucelei@upf.br) on 2023-03-27T16:47:38Z No. of bitstreams: 1 2022RaislaGirardiRodrigues.pdf: 1013456 bytes, checksum: 4bef0b0384533b41945c1762b169fdbe (MD5)Made available in DSpace on 2023-03-27T16:47:38Z (GMT). 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dc.title.por.fl_str_mv |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
title |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
spellingShingle |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana Rodrigues, Raísla Girardi Heidegger, Martin, 1889-1976 Educação - Filosofia Educação - Técnica CIENCIAS HUMANAS::EDUCACAO |
title_short |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
title_full |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
title_fullStr |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
title_full_unstemmed |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
title_sort |
Da essência da técnica ao pensamento meditativo: caminhos para a formação humana |
author |
Rodrigues, Raísla Girardi |
author_facet |
Rodrigues, Raísla Girardi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dalbosco, Claudio Almir |
dc.contributor.advisor1ID.fl_str_mv |
CPF 42457190010 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1671875455751185 |
dc.contributor.authorID.fl_str_mv |
CPF 01116216078 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8139404241610726 |
dc.contributor.author.fl_str_mv |
Rodrigues, Raísla Girardi |
contributor_str_mv |
Dalbosco, Claudio Almir |
dc.subject.por.fl_str_mv |
Heidegger, Martin, 1889-1976 Educação - Filosofia Educação - Técnica |
topic |
Heidegger, Martin, 1889-1976 Educação - Filosofia Educação - Técnica CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Contemporary education shows development and modernization, especially in the technological field. On the other hand, it also demonstrates to be suffering a distance from the ideia of formation thought in the sense of Bildung. However, such a notion is necessary, in our view, to ensure a critical and plural educational project, which contemplates human beings with their most diverse interests and possibilities of achievement. Inserted in a mercantile context, education allows itself to be governed by the logic of business administration, where the subjects involved in this process tend to be understood as numbers and labor for the job market. It is no longer a matter of formation in the sense of improving rationality, cultivating the soul and promoting reflective thinking. The focus falls back on obtaining knowledge and practices capable of assisting in the production of resources relevant to the capitalist-neoliberal demand, which expands the reach of the technical forces that, in Heidegger's understanding, condition the modern world. These technical forces are not simply equivalent to the impact of the technological apparatuses that permeate our existence, rather, they refer to the fundamental posture that underlies everything technical. A posture that structures our relationship with the world in such a way that our understanding of being and ourselves is framed by the challenge of exploitation and ordination of the real. This thesis aims, therefore, through a bibliographical and hermeneutic perspective, to bring the educational field closer to the question concerning technology, developed by Martin Heidegger, exposing a diagnosis of the present time and possible paths for a possible formation within the limits of the technical world. We tried to elucidate that the greatest danger of the technique is due to the narrowing of thought and the openness of the world, which results in a reduced formation.We conclude that there is a possible formative dimension since heideggerian diagnosis of the domain of technique in the modern world. When we reach, through meditative thinking, the awareness of the essence of technology, we conquer some freedom in our relationship with it. Therefore, becoming aware of technology is the condition for formation in the sense of self-cultivation, whose main trait is the serene posture in the face of its demands. To form oneself in serenity is to learn how to say yes and to say no to technology: to learn to accept its irreversible presence and what potential it brings to life, but not allow oneself to be enframed by its homogenizing force. This preserves a stronghold for the singular, where difference and radical novelty can survive. In this sense, the special way of thinking that Heidegger calls meditation becomes central. To form oneself in a serene relationship with technology demands the cultivation of reflection, meditation about ourselves and our world to be capable of inaugurating new meanings, ensuring ways of life and formative processes different from those proposed by the technique. |
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2022 |
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2022-10-06 |
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2023-03-27T16:47:38Z |
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RODRIGUES, Raísla Girardi. Da essência da técnica ao pensamento meditativo: caminhos para a formação humana. 2022. 126 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
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RODRIGUES, Raísla Girardi. Da essência da técnica ao pensamento meditativo: caminhos para a formação humana. 2022. 126 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
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