A importância dos modelos como aporte de desenvolvimento: Rosa Luxemburgo como referência para uma educação emancipadora

• Ano de defesa: 2021
• Autor(a) principal: Henrique, Míriam da Gama
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Rosa Luxemburgo; pedagogia histórico-crítica; educação escolar; feminismo; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15554

This research aims to analyze the importance of presenting to the new generations, for the sake of their omnilateral development, models of more developed human beings, highlighting Rosa Luxemburg as a reference for an emancipatory education. This study considers historicaldialectical materialism as a method and is based on historical-critical pedagogy as a pedagogical reference. In addition, the methodology of this research is documental and bibliographic. In order to do so, in the first chapter, based on a bibliographic review on Marxist feminism, it is analyzed the historical degradation of women, demonstrating that the stereotypes and gender roles that make them inferior are perpetuated by patriarchy, which, assuming a specific social form under capitalism, contributes to the deepening of exploitation of the entire working class. In the second chapter, Rosa Luxemburg's life circumstances, education and political activity are investigated, in order to present her as a model of humanization. In the third chapter, based on historical-cultural psychology, the historical-social process of humanization and its relationship with education is elucidated, noting that humanization takes place in dependence on teaching processes that promote and require it, and it is affirmed also imitation as a source of development. Therefore, seeking to explain the aspects of Rosa Luxemburg's life that corroborate her as a model of humanization, expressed in her multiplicity of interests and moral and intellectual commitment to the liberation of the working class, it is concluded that taking people like this revolutionary as a reference in school education contributes to the human formation of individuals committed to a sociability that is not anchored in the values of patriarchal and capitalist society.