Infância, experiência e racionalidade : um estudo no ambiente escolar

• Ano de defesa: 2011
• Autor(a) principal: Rosa, José Ailto Vargas da
• 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: Childhood; Experience; Rationality; Philosophy; Racionalidade; Infância; Experiência; Filosofia; Razão prática; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2292

This study had as objective an investigation about the experiences generated in the child-adult relation in a school environment searching to understand if in this relation the childhood can be the generator of new meanings for the different subjects. We dedicated ourselves in this investigation to study childhood in its relation with the experience and the rationalities that permeate this relation. This option derives, in part, from verifying that in the contemporary world it is common that we fall across before meaningless existences, before knowledge and practices that contribute so little to give ethic and aesthetic sense to life. The methodology of this investigation had a qualitative nature. The approach of the theme had transdisciplinary character, privileging, and yet, the sphere of Philosophy and of Childhood Sociology. In the theoretical references we searched researchers who enabled us to understand the invention of childhood in the modernity through philosophy, the ones who produce the criticism of the modernity, and those ones who understand childhood as a philosophic or sociologic category. Walter Benjamin, Giorgio Agamben, Walter Kohan, Jorge Larrosa, Sarmento, among others, were our main interlocutors. Among the results of this study, we found evidences that it is possible to create favorable circumstances to the practice of the knowledge of experience. We found these evidences in certain child-adult relations, even rare, that take place in the school environment and that become experiences. It is neither a matter of an ingenuous view that thinks that it is possible to restore the experience like we had it in the past, nor to replace the scientific knowledge and the instrumental reason with the knowledge of experience. It is a matter of creating favorable conditions to the coexistence of this knowledge and to the coexistence of different rationalities.