“O ‘ABC’ da vida”: narrativas do processo de formação e individuação no Centro Espírita Beneficente União do Vegetal – Núcleo Santa Fé do Cariri

• Ano de defesa: 2022
• Autor(a) principal: Cunha, Francisco Roberto Brito
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Narrativas; Processo de individuação; Formação humana; Centro Espírita Beneficente União do Vegetal; Núcleo Santa Fé do Cariri; Narratives; Individuation process; Human formation
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/64447

This thesis has as its theme the process of human formation and individuation at the Beneficent Spiritist Center União do Vegetal - Santa Fé do Cariri Center. The general objective was to understand the formation process at the Beneficent Spiritist Center União do Vegetal, through autobiographical narratives, seeking to elucidate how the educational process happens, in a broader perspective of human formation within this religious institution. The lack of investigations that articulates the present study object with the educational field justifies this research. The theoretical and methodological analyses were based on Jung (2012a, 2012b), Josso (2010), Bruner (1991, 2001, 2008, 2014), Delory-Momberger (2008) and Ricoeur (1994). The research was qualitative, combining the following approaches: (Auto)Biographical Research in Education and Oral History, according to Meihy (2005, 2010), and the Discourse of the Collective Subject, according to F. Lefèvre and A. Lefèvre (2005). The Oral History made it possible to reconstruct the history of the Santa Fé do Cariri Nucleus from a thematic interview focused on the memories of the founding partners about the founding and consolidation process of the Nucleus and from the use of historical photographs provided by the participants themselves, in a procedure called photonarrative (OLINDA, 2009). The Discourse of the Collective Subject allowed a better production and organization of the narratives of 17 subjects about the formation process, since they were grouped and summed to similar "themes" (central ideas), allowing an enrichment in the understanding of each theme developed. From the following central ideas contained in the narratives: "Knowing yourself" (Self-knowledge); "Learning to live together" (Relationship with the other); "School of life" (Practicing what you learned); and "The recognition of the Higher Power (God) and the consequent change of life", one sought to make an analysis and a correlation with the following and respective psychic functions: "Thinking", "Feeling", "Sensation" and "Intuition", present in the psychological types of Jung's Analytical Psychology (2012b), in the light of the "individuation process", and also with the four instances of the formation process, according to Josso (2010), namely: "Self-training", "Hetero-training", "Knowledges, techniques, cultures, arts, technologies" and "Eco-training". It was noted that the intelligent way in which this "school" grows and develops, consistently throughout Brazil and the world, seems to be associated with the wisdom and sensibility of its founder, Master Gabriel (Mestre Gabriel), who brings the possibility of integrated development of aspects from our personality, which were underdeveloped in this capitalist model of society. The natural search for balance and compensation of the psyche, proper of the "individuation process", finds fertile soil in the Beneficent Spiritist Center União do Vegetal, whose raw material seems to allow the formation and flourishing of a healthy psyche. Moving to the educational system, one can state that schools need to understand and incorporate the importance of the recognition and the dialogue between differences in search of the student's development. An institution that intends, in fact, to form the human being cannot leave aside the psychological aspects of its own socio-historical period, nor the latent potentialities to be developed in the student. Thus, a school that proposes to form the human being cannot neglect the latent potentialities (feeling and intuition) to be developed, nor leave aside the psychological aspects of its own time (thought and sensation), but rather promote the integral development of student's psychic functions.