Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin
Tallennettuna:
| Päätekijä: | |
|---|---|
| Julkaisupäivä: | 2021 |
| Aineistotyyppi: | Master thesis |
| Kieli: | por |
| Lähde: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2284 |
Yhteenveto: | The aim of this dissertation is to investigate the notion of experience (Erfahrung) in the work of philosopher and cultural critic Walter Benjamin (1982-1940), seeking to articulate it to the field of Philosophy of Education. It is a hermeneutical and critical reading, taking as its central axis the concept of experience and looking to understand how it operates internally to the different phases of his thought. The premises of cultivation (Bildung) as a teleological and normatively closed conception are contested by his thought. That way, a different teleology is inferred, one that challenges Bildung and posits it in a new relationship to concepts such as temporality, history and narrative, despite not abandoning the wish-images contained in modernity. Among the main arguments developed here are: 1) We see a severe critique to modernity and to the Enlightenment (Aufklärung), without losing its dimensions related to cultivation—it is possible, then, to defend a dialectics of destruction-reconstruction; 2) Benjamin proposes an antievolutionist conception of history that pursuits the interruption of the course of progress, seeking to save the past and redeem it; 3) Experience in modernity is not possible because of the experience (Erlebnis) of the shock: what remains is redemption through remembrance (Eingedenken), aesthetics and a materialist pedagogy; 4) The telos of cultivation has no longer a defined form: this is the critique to the progressive dimension of history that negates childhood (therefore, we take the risk of situating an open teleology here, without a final end). 5) From critique (destructive moment) that converts into ruins (or saves) what is petrified in its mythical form, comes into play the child, who is capable of reconstituting the fragments and looking to another form of narration, another history and another temporality (constructive moment). That way, Benjamin’s work criticizes historicism and cultivation with a fixated end—that are convinced of the progressive advancement of Reason, History and Culture—when he presents himself as a thinker who renounces the closed teleological end, insofar as he privileges more singularity than totality, more the fragment than the complete reconstitution, more the possibilities of subversion of the present through the redemption of a past always close to being forgotten, than the nostalgic impulse of returning to an original moment when experience was still possible. Modernity appears here facing its impossibilities, its inconsistencies and failings, bringing us to a negative dimension of human experience, which is the possibility for reinvention and reconstruction of meanings. Finally, we present that it is possible to think about cultivation as a Bildung over ruins, one that recognizes the ruins not only as the negative of the unstoppable faith in historical progress but also of the closed impetus of development and cultivation. The child emerges as the one who is able to narrate, to create and to play in the rubbles of culture, which is one of the ways, for Benjamin, of being faithful to the possibility of emancipation. |
| _version_ | 1871607618557968384 |
|---|---|
| author | Nolli, Marcelo Ricardo |
| author_browse | Nolli, Marcelo Ricardo |
| author_facet | Nolli, Marcelo Ricardo |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Nolli, Marcelo Ricardo |
| dc.contributor.none.fl_str_mv | Mühl, Eldon Henrique http://lattes.cnpq.br/3402290519296482 http://lattes.cnpq.br/6203612431061078 Santos Filho, Francisco Carlos dos |
| dc.date.none.fl_str_mv | 2021-08-16 2025-05-07T14:10:24Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | NOLLI, Marcelo Ricardo. Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin. 2021. 198 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. https://repositorio.upf.br/handle/123456789/2284 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação - Filosofia Experiência Benjamin, Walter, 1892-1940 - Escritores alemães CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The aim of this dissertation is to investigate the notion of experience (Erfahrung) in the work of philosopher and cultural critic Walter Benjamin (1982-1940), seeking to articulate it to the field of Philosophy of Education. It is a hermeneutical and critical reading, taking as its central axis the concept of experience and looking to understand how it operates internally to the different phases of his thought. The premises of cultivation (Bildung) as a teleological and normatively closed conception are contested by his thought. That way, a different teleology is inferred, one that challenges Bildung and posits it in a new relationship to concepts such as temporality, history and narrative, despite not abandoning the wish-images contained in modernity. Among the main arguments developed here are: 1) We see a severe critique to modernity and to the Enlightenment (Aufklärung), without losing its dimensions related to cultivation—it is possible, then, to defend a dialectics of destruction-reconstruction; 2) Benjamin proposes an antievolutionist conception of history that pursuits the interruption of the course of progress, seeking to save the past and redeem it; 3) Experience in modernity is not possible because of the experience (Erlebnis) of the shock: what remains is redemption through remembrance (Eingedenken), aesthetics and a materialist pedagogy; 4) The telos of cultivation has no longer a defined form: this is the critique to the progressive dimension of history that negates childhood (therefore, we take the risk of situating an open teleology here, without a final end). 5) From critique (destructive moment) that converts into ruins (or saves) what is petrified in its mythical form, comes into play the child, who is capable of reconstituting the fragments and looking to another form of narration, another history and another temporality (constructive moment). That way, Benjamin’s work criticizes historicism and cultivation with a fixated end—that are convinced of the progressive advancement of Reason, History and Culture—when he presents himself as a thinker who renounces the closed teleological end, insofar as he privileges more singularity than totality, more the fragment than the complete reconstitution, more the possibilities of subversion of the present through the redemption of a past always close to being forgotten, than the nostalgic impulse of returning to an original moment when experience was still possible. Modernity appears here facing its impossibilities, its inconsistencies and failings, bringing us to a negative dimension of human experience, which is the possibility for reinvention and reconstruction of meanings. Finally, we present that it is possible to think about cultivation as a Bildung over ruins, one that recognizes the ruins not only as the negative of the unstoppable faith in historical progress but also of the closed impetus of development and cultivation. The child emerges as the one who is able to narrate, to create and to play in the rubbles of culture, which is one of the ways, for Benjamin, of being faithful to the possibility of emancipation. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_282bae2ba4e9a51291da262247bf008d |
| identifier_str_mv | NOLLI, Marcelo Ricardo. Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin. 2021. 198 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2284 |
| publishDate | 2021 |
| publishDateSort | 2021 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter BenjaminEducação - FilosofiaExperiênciaBenjamin, Walter, 1892-1940 - Escritores alemãesCIENCIAS HUMANAS::EDUCACAOThe aim of this dissertation is to investigate the notion of experience (Erfahrung) in the work of philosopher and cultural critic Walter Benjamin (1982-1940), seeking to articulate it to the field of Philosophy of Education. It is a hermeneutical and critical reading, taking as its central axis the concept of experience and looking to understand how it operates internally to the different phases of his thought. The premises of cultivation (Bildung) as a teleological and normatively closed conception are contested by his thought. That way, a different teleology is inferred, one that challenges Bildung and posits it in a new relationship to concepts such as temporality, history and narrative, despite not abandoning the wish-images contained in modernity. Among the main arguments developed here are: 1) We see a severe critique to modernity and to the Enlightenment (Aufklärung), without losing its dimensions related to cultivation—it is possible, then, to defend a dialectics of destruction-reconstruction; 2) Benjamin proposes an antievolutionist conception of history that pursuits the interruption of the course of progress, seeking to save the past and redeem it; 3) Experience in modernity is not possible because of the experience (Erlebnis) of the shock: what remains is redemption through remembrance (Eingedenken), aesthetics and a materialist pedagogy; 4) The telos of cultivation has no longer a defined form: this is the critique to the progressive dimension of history that negates childhood (therefore, we take the risk of situating an open teleology here, without a final end). 5) From critique (destructive moment) that converts into ruins (or saves) what is petrified in its mythical form, comes into play the child, who is capable of reconstituting the fragments and looking to another form of narration, another history and another temporality (constructive moment). That way, Benjamin’s work criticizes historicism and cultivation with a fixated end—that are convinced of the progressive advancement of Reason, History and Culture—when he presents himself as a thinker who renounces the closed teleological end, insofar as he privileges more singularity than totality, more the fragment than the complete reconstitution, more the possibilities of subversion of the present through the redemption of a past always close to being forgotten, than the nostalgic impulse of returning to an original moment when experience was still possible. Modernity appears here facing its impossibilities, its inconsistencies and failings, bringing us to a negative dimension of human experience, which is the possibility for reinvention and reconstruction of meanings. Finally, we present that it is possible to think about cultivation as a Bildung over ruins, one that recognizes the ruins not only as the negative of the unstoppable faith in historical progress but also of the closed impetus of development and cultivation. The child emerges as the one who is able to narrate, to create and to play in the rubbles of culture, which is one of the ways, for Benjamin, of being faithful to the possibility of emancipation.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO objetivo desta dissertação consiste em investigar a noção de experiência (Erfahrung) na obra do filósofo e crítico da cultura Walter Benjamin (1892-1940), buscando articulá-la ao âmbito da Filosofia da Educação. Trata-se de uma leitura hermenêutica e crítica, tomando como eixo central o conceito de experiência e visando entender como este opera internamente às diferentes fases de sua obra. Os pressupostos da formação cultural (Bildung) como uma concepção teleológica e normativamente fechada são contestados por seu pensamento. Disso depreende- se uma outra teleologia, que interpela a Bildung e a posiciona numa nova relação com as concepções de temporalidade, história, e narração, sem por isso abandonar as imagens do desejo próprias à modernidade. Dentre os principais argumentos aqui desenvolvidos estão: 1) Vislumbramos uma severa crítica à modernidade e ao Esclarecimento (Aufklärung) sem perder, por isso, suas dimensões formativas ¿ é possível de defender uma dialética de destruição- reconstrução; 2) Benjamin propõe uma concepção de história antievolucionista que conclama à interrupção do curso do progresso, buscando salvar o passado e redimi-lo; 3) A experiência na modernidade depara-se com impossibilidades em razão da vivência do choque: por isso, as saídas que se apresentam passam pela rememoração (Eingedenken), pela estética e por uma pedagogia materialista; 4) O telos formativo passa a não ter mais uma forma definida: é essa a crítica à dimensão progressista da história que denega a própria infância (por isso, tomamos o risco de situar aqui uma teleologia aberta, sem sentido finalista); 5) Da crítica (momento destrutivo) que converte em ruínas (ou salva) o que está petrificado em sua forma mítica, surge a criança como aquela capaz de reconstituir os fragmentos buscando uma outra narração, uma outra história e uma outra temporalidade (momento reconstrutivo). Assim, Walter Benjamin critica o historicismo e a formação de finalidade fixa, convictas no avanço progressivo da Razão, da História e da Cultura, ao se apresentar como um pensador que renuncia ao sentido teleológico fechado na medida em que privilegia mais a singularidade do que a totalidade, mais o fragmento do que a reconstituição plena, mais as possibilidades imanentes de subversão do presente pelo resgate de um passado sempre prestes a ser esquecido do que o ímpeto nostálgico de retorno a um momento originário em que a experiência ainda poderia ser realizada. A modernidade aparece aqui diante de seus impossíveis, de suas inconsistências e faltas, o que nos remete a uma dimensão negativa da experiência humana, da qual depreende-se a possibilidade para a reinvenção e reconstrução de sentidos. Por fim, buscamos apresentar que trata-se de pensar a formação a partir de Benjamin como formação sobre ruínas, que as reconheça tanto como o negativo da crença irrefreável do processo histórico quanto do ímpeto fechado de desenvolvimento e formação. A criança se constitui como aquela que é capaz de narrar, criar e brincar a partir dos escombros da cultura, uma das formas, para Benjamin, de sermos fieis à possibilidade de emancipação.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoMühl, Eldon Henriquehttp://lattes.cnpq.br/3402290519296482http://lattes.cnpq.br/6203612431061078Santos Filho, Francisco Carlos dosNolli, Marcelo Ricardo2025-05-07T14:10:24Z2021-08-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfNOLLI, Marcelo Ricardo. Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin. 2021. 198 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.https://repositorio.upf.br/handle/123456789/2284porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:09:51Zoai:repositorio.upf.br:123456789/2284Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:09:51Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin Nolli, Marcelo Ricardo Educação - Filosofia Experiência Benjamin, Walter, 1892-1940 - Escritores alemães CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| title_full | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| title_fullStr | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| title_full_unstemmed | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| title_short | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| title_sort | Formação sobre ruínas : uma leitura da noção de experiência (Erfahrung) em Walter Benjamin |
| topic | Educação - Filosofia Experiência Benjamin, Walter, 1892-1940 - Escritores alemães CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2284 |