Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
GOMES, RODRIGO DA SILVA |
| Orientador(a): |
Furlin, Marcelo |
| Banca de defesa: |
Saes , Décio Azevedo Marques de,
Vieira , Almir Martins |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1780
|
Resumo: |
The present study intends to make possible a dialogue between the poetry of Adélia Prado (1935) and the philosophy of Emmanuel Lévinas (1905 - 1995) with the purpose of permeating new avenues for the relations constituted by the educational processes before Law No. 13,415, known as " Reform of High School ". In this sense, it is important to realize how much the anxieties about everyday life and its metaphorical relations are exposed through language and provide new ways of enhancing the learning between educators and learners and mediate their relations for otherness. Such a philosophical concept worked by Lévinas suggests in this context that the relations intrinsic to the teaching-learning processes are composed of poetry and philosophy for an education based on dialogue, valorization and the ethics of responsibility with the Other. Lato sensu, it is also a philosophical and sociological analysis of the various educational contexts, as well as how these contexts are influenced politically and economically by the various factors that are configured in the social formation of individuals. Because of this, research also looks at the traditional educational paradigm in opposition to the emerging paradigm of complex inspiration as a possible alternative for building new horizons for education, not just the dualisms created by modern science. However, such ways and forms can often be arranged to achieve specific and utilitarian purposes dictated by factors that, by the social transformations that have occurred, tend to cover up what can be understood as the essence of wide, multiple and transcendent learning. Even if Lévinas's philosophy or Adélia's poetry is not a construct specifically geared towards education and / or educational pedagogy, his reflections do not exclude the capacities and interactions necessary for methodologies that devise instruments that consecrate the diversity present in the daily school life. In this direction, the search for senses that grant to the reception of the Other in the educational sphere, recognizing and affirming the subjects in the differences, tend to the greater sense of the forms able to emerge in possible mediating directives between teaching and learning, being transfigured in an open system , unfinished and complex. |
