Heidegger, a técnica e a educação
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| Main Author: | |
|---|---|
| Publication Date: | 2017 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2376 |
Summary: | This work aims to approach the German philosopher Martin Heidegger’s thinking with the theme of education. Heidegger thought in the 20th century about the question of the sense of being and the distinction between Dasein and other entities. He questioned how a human being perceives himself, gets involved, builds a world of meaning, uses the tools that are at his disposal, relates to other Dasein, with nature and with the world itself. Although not intentionally, such questions surround the educational field, when education is directed toward the formation of Dasein as a whole. The research adopted a hermeneutic perspective, trying to interpret Heidegger’s works and a set of texts of his most highly regarded commentators, seeking to unit such understandings to the analysis of education in today’s society, observing how it constitutes itself, for whom it is intended, what are its pros and cons when one thinks of formation that aims to go beyond the mere transmission of knowledge and development of practice as its guiding, not forgetting that it is essential to teach, but it is also fundamental to develop thinking, feelings and being in essence, human. Empathy, authenticity and care lose space in a pragmatic and technical worldview, which annihilates the more authentic possibilities of Dasein. To think about the implications of technology in today’s society is to understand that it becomes a framework in which reality and all that exists nevertheless fit into education. It is necessary to think of the ways, the dangers and the salvation that both technology and education can offer to the modern world. Education must be constantly under surveillance about how it presents itself to the Dasein, because in it rests the possibility of showing that the human being is unique, that the human being is not liable to manipulation and exploitation but rather to relations of care and of an authentic search of himself. Education opens space with philosophy to the question about the meaning of being, bringing up fundamental questions which seem to have been forgotten. It’s understood that both technology and education can have two biases, and the Dasein should choose between the imprisonment and the freedom they both offer. |
| _version_ | 1871607640316968960 |
|---|---|
| author | Rodrigues, Raísla Girardi |
| author_browse | Rodrigues, Raísla Girardi |
| author_facet | Rodrigues, Raísla Girardi |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Rodrigues, Raísla Girardi |
| dc.contributor.none.fl_str_mv | Dalbosco, Claudio Almir http://lattes.cnpq.br/1671875455751185 |
| dc.date.none.fl_str_mv | 2017-12-11 2025-05-07T14:11:26Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | RODRIGUES, Raísla Girardi. Heidegger, a técnica e a educação. 2017. 87 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017. https://repositorio.upf.br/handle/123456789/2376 |
| 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 Hermenêutica CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Heidegger, a técnica e a educação Heidegger, technique and education |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This work aims to approach the German philosopher Martin Heidegger’s thinking with the theme of education. Heidegger thought in the 20th century about the question of the sense of being and the distinction between Dasein and other entities. He questioned how a human being perceives himself, gets involved, builds a world of meaning, uses the tools that are at his disposal, relates to other Dasein, with nature and with the world itself. Although not intentionally, such questions surround the educational field, when education is directed toward the formation of Dasein as a whole. The research adopted a hermeneutic perspective, trying to interpret Heidegger’s works and a set of texts of his most highly regarded commentators, seeking to unit such understandings to the analysis of education in today’s society, observing how it constitutes itself, for whom it is intended, what are its pros and cons when one thinks of formation that aims to go beyond the mere transmission of knowledge and development of practice as its guiding, not forgetting that it is essential to teach, but it is also fundamental to develop thinking, feelings and being in essence, human. Empathy, authenticity and care lose space in a pragmatic and technical worldview, which annihilates the more authentic possibilities of Dasein. To think about the implications of technology in today’s society is to understand that it becomes a framework in which reality and all that exists nevertheless fit into education. It is necessary to think of the ways, the dangers and the salvation that both technology and education can offer to the modern world. Education must be constantly under surveillance about how it presents itself to the Dasein, because in it rests the possibility of showing that the human being is unique, that the human being is not liable to manipulation and exploitation but rather to relations of care and of an authentic search of himself. Education opens space with philosophy to the question about the meaning of being, bringing up fundamental questions which seem to have been forgotten. It’s understood that both technology and education can have two biases, and the Dasein should choose between the imprisonment and the freedom they both offer. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_b2dbe96d7d137e408eea75ec7e90e96d |
| identifier_str_mv | RODRIGUES, Raísla Girardi. Heidegger, a técnica e a educação. 2017. 87 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017. |
| 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:123456789/2376 |
| publishDate | 2017 |
| publishDateSort | 2017 |
| 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 | Heidegger, a técnica e a educaçãoHeidegger, technique and educationEducaçãoFilosofiaHermenêuticaCIENCIAS HUMANAS::EDUCACAOThis work aims to approach the German philosopher Martin Heidegger’s thinking with the theme of education. Heidegger thought in the 20th century about the question of the sense of being and the distinction between Dasein and other entities. He questioned how a human being perceives himself, gets involved, builds a world of meaning, uses the tools that are at his disposal, relates to other Dasein, with nature and with the world itself. Although not intentionally, such questions surround the educational field, when education is directed toward the formation of Dasein as a whole. The research adopted a hermeneutic perspective, trying to interpret Heidegger’s works and a set of texts of his most highly regarded commentators, seeking to unit such understandings to the analysis of education in today’s society, observing how it constitutes itself, for whom it is intended, what are its pros and cons when one thinks of formation that aims to go beyond the mere transmission of knowledge and development of practice as its guiding, not forgetting that it is essential to teach, but it is also fundamental to develop thinking, feelings and being in essence, human. Empathy, authenticity and care lose space in a pragmatic and technical worldview, which annihilates the more authentic possibilities of Dasein. To think about the implications of technology in today’s society is to understand that it becomes a framework in which reality and all that exists nevertheless fit into education. It is necessary to think of the ways, the dangers and the salvation that both technology and education can offer to the modern world. Education must be constantly under surveillance about how it presents itself to the Dasein, because in it rests the possibility of showing that the human being is unique, that the human being is not liable to manipulation and exploitation but rather to relations of care and of an authentic search of himself. Education opens space with philosophy to the question about the meaning of being, bringing up fundamental questions which seem to have been forgotten. It’s understood that both technology and education can have two biases, and the Dasein should choose between the imprisonment and the freedom they both offer.Este trabalho tem o intuito de fazer uma aproximação entre o pensamento do filósofo alemão, Martin Heidegger, com o tema da educação. Heidegger pensou, no século XX, sobre a pergunta pelo sentido do ser e a distinção entre o ser-aí dos demais entes. Questionou a forma como o ser humano se percebe, se envolve, constrói um mundo de sentido, utiliza os utensílios que estão ao seu dispor, se relaciona com outros seres-aí, com a natureza e com o próprio mundo. Ainda que não intencionalmente, tais indagações cercam o campo educacional, quando a educação é voltada para a formação do ser-aí como um todo. A pesquisa assumiu uma perspectiva hermenêutica, mediante a qual não se pretendeu apenas interpretar as obras de Heidegger, mas também um conjunto de textos de seus comentadores mais conceituados, buscando unir tal compreensão à análise da educação na sociedade atual, observando como, em grande parte, ela se constitui, a quem se destina, quais seus prós e contras quando se pensa em uma formação que tem como intuito ir além da mera transmissão de conhecimento e do desenvolvimento da prática como norteadora de sua função, não esquecendo que, sim, é essencial ensinar, mas é também fundamental pensar, sentir e ser, em sua essência, humano. Empatia, autenticidade e cuidado perdem espaço em uma visão de mundo pragmática e técnica, que aniquila as possibilidades mais autênticas de ser do ser-aí. Pensar nas implicações da técnica na sociedade atual é compreender que ela se torna uma moldura na qual a realidade e tudo o que existe se encaixam, não obstante, a educação. É, portanto, não apenas cabível, como necessário, refletir sobre os caminhos, os perigos e a salvação que tanto a técnica como a educação podem oferecer ao mundo moderno. A educação deve estar em constante vigilância sob como se apresenta ao ser-aí, pois nela repousa a possibilidade de mostrar que o ser humano é único, não é passível de manipulação e exploração, mas sim, de relações de cuidado e de uma busca autêntica de si mesmo. Ela abre espaço, lado a lado com a filosofia, para a pergunta sobre o sentido do ser, trazendo à tona questionamentos fundamentais que pareciam esquecidos. Compreende-se, com base nisso, que tanto a técnica como a educação podem ter dois vieses e que cabe justamente ao ser-aí escolher entre o aprisionamento e a libertação que elas oferecem.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoDalbosco, Claudio Almirhttp://lattes.cnpq.br/1671875455751185Rodrigues, Raísla Girardi2025-05-07T14:11:26Z2017-12-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfRODRIGUES, Raísla Girardi. Heidegger, a técnica e a educação. 2017. 87 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017.https://repositorio.upf.br/handle/123456789/2376porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:30:01Zoai:repositorio.upf.br:123456789/2376Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:30:01Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Heidegger, a técnica e a educação Rodrigues, Raísla Girardi Educação Filosofia Hermenêutica CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Heidegger, a técnica e a educação |
| title_full | Heidegger, a técnica e a educação |
| title_fullStr | Heidegger, a técnica e a educação |
| title_full_unstemmed | Heidegger, a técnica e a educação |
| title_short | Heidegger, a técnica e a educação |
| title_sort | Heidegger, a técnica e a educação |
| topic | Educação Filosofia Hermenêutica CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2376 |