A formação do eu em mead e em habermas: desafios e implicações à educação

• Ano de defesa: 2012
• Autor(a) principal: Casagrande, Cledes Antonio
• Orientador(a): Hermann, Nadja Mara Amilibia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educaç
• País: BR
• Palavras-chave em Português: IDENTIDADE - ESTUDOS INTERDISCIPLINARES; MEAD, GEORGE HERBERT - CRÍTICA E INTERPRETAÇÃO; HABERMAS, JÜRGEN - CRÍTICA E INTERPRETAÇÃO; INTERSUBJETIVIDADE; SOCIALIZAÇÃO (EDUCAÇÃO)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3731

This dissertation, entitled The formation of the self in Mead and Habermas: challenges and implications for education , is the result of a doctorate research study on education and aims to address the issue of self-formation, as a process of subjectivity and stabilization of a personal identity, within the context of the post-metaphysical thinking, based on George Herbert Mead s symbolic interactionism and on Jürgen Habermas s theory of communicative action. This research also discusses the role of the school in the formation process of subjects, particularly with respect to the challenges and implications which result from both theoretical positions. It is a theoretical study, in the area of philosophy of education, which includes literature review, a presentation of the main concepts involved in this issue, and a hermeneutic endeavor to locate, understand and argue logically based on issues and concepts presented. Throughout the discussion it is possible to notice that the individuation process occurs through socialization. The mechanism of communication is the structuring principle of the mind, of the self, of the identity of the self and of the human society. Personal identity is structured by the internalization of collective norms and conventions, the progressive development of the internal structures of the self, the continuous processes of individual social learning, processes of decentralization and acquisition of rationality within communicative and symbolic contexts. The stabilization of a post conventional identity, the last level of the ideal development of personality, can be understood considering an increasingly universal action and the structuring of a meaning and a biography in one s own existence. Such kind of identity offers the possibility of a self-understanding, which allows the subject to act with autonomy and responsibility in relation to themselves, to society and to culture. The school as an institution, through systematic and intentional teaching and learning processes, can effectively contribute to the formation of the self and the building of a personal identity in higher levels, thus qualifying the subjects to appropriate and reconstruct the inherited cultural knowledge, to establish judgments concerning world issues, to coordinate their actions together with other members of the social group and to participate in the interaction and socialization processes of the individuals. This contribution will be of a higher quality as the pedagogical actions, taken within the school environment, are outlined based on assumptions of interaction, dialogue and participation, always respecting the multiplicity of human dimensions and aiming at the formation of competent subjects in esthetic, expressive, interpretative, moral, social and discursive dimensions.