Philosophy in (Counter)Education for the development of responseability : constructions and reconstructions in times of social acceleration

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Fernanda Felix de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul; Escola de Humanidades; Brasil; PUCRS; Programa de P?s-Gradua??o em Educa??o
• Palavras-chave em Português: Counter-Education; Social Acceleration; Response-aAbility; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/11373

This thesis aims to understand the Counter-education perspective as a fundamental pedagogical approach for (re)constructing response-ability in an accelerated society. Counter-education allows for perceiving education through a diasporic philosophy grounded in negative utopia. From this perspective, Counter-education must be considered a crucial approach to critiquing normalising education and its instrumentalised processes. Education is facing overlapping challenges in accelerated times, and these challenges must be analysed as acceleration forces that have driven society to instrumentalised responses in the urgency of times. The thesis questions the role of Counter-education in (re)constructing response-ability in the context of an accelerated society and the dominant discourse in critical pedagogy. To reclaim response-ability, it is necessary to understand the lack of response in the neobeing situated within neoethos. Bibliographic research is used the primary methodology, forming the theoretical foundation based on the works of Ilan Gur-Ze'ev, which underpin the theoretical construction of Counter Education. In order to develop the meaning of social acceleration, Hartmut Rosa?s work is used as a primary reference. Additionally, official documents from the Brazilian Ministry of Education are analysed, particularly in the context of high school curriculum reform, to understand the concept of the life project. To explore the meaning of the life project in the context of social acceleration, it must be examined as a form of responding, considering life in its existential dimension as a trouble to respond to. Given that, time as kairos becomes essential in developing response-ability to face acceleration and normalising education. To (re)construct the response-ability, we must stay with the trouble by being present in the matter of study, by practices which provide a form of relation that requires a response. It might give a different dimension of time out of acceleration by the studies practices. In conclusion, this thesis considers Counter-Education as a key element toward a critical and responsible education. Due to its foundation in negative utopia, Counter-education sheds light on the claim of giving the pedagogical process the role of being diasporic toward each (new) response-ability.