A DIMENSÃO ESTÉTICO-TRÁGICA DO PENSAMENTO DE NIETZSCHE E SUAS IMPLICAÇÕES PARA A EDUCAÇÃO

• Ano de defesa: 2019
• Autor(a) principal: FERREIRA, LUCINÉIA APARECIDA
• Orientador(a): Neuvald, Luciane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Nietzsche; dimensão estético-trágica; valores morais; transvaloração de todos os valores; corpo
• Palavras-chave em Inglês: Nietzsche; aesthetic-tragic dimension; moral values; overvaluation of all values; body
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1643

This dissertation objective to understand the aesthetic-tragic dimension of the philosopher Friedrich Wilhelm Nietzsche's thought and its implications for education field. Through a bibliographical investigation, a study is made about the main concepts and categories that constitute the Nietzschean philosophy. The Nietzschean aesthetic-tragic dimension is an important philosophical conception, as it understanding about the human from the wholeness of existence. Specific Nietzschean reflections on teaching show a concern for authentic education which does not submit to instant and utilitarian wishes;The reflections developed by Nietzsche at beginning of his philosophical production have since denoted the interest in an education designed from cultivation of strength and love for life. Finally, from a dialogue with concepts developed in the middle and mature periods of Nietzschean philosophy, it is considered that fundamental contributions of this perspective relate to project of transvaluation of all values. Therefore aesthetic-tragic dimension, excels in an education focused on cultivation of strength and encouragement. Man is conceived in his existential tragic condition and assumes the responsibility for creation of his own unique values. From inquiry of moral values established by western tradition, the human is enthusiastic to compose his life as the artist elaborates his work of art. The aesthetic-tragic existence does not seek subterfuge to scape pain and suffering. The aesthetic-tragic education welcomes the difficulties as pedagogical ways for cultivation of a free spirit.