Educação, morte e analítica existencial: relatos de experiências de professores nos atendimentos educacionais em ambientes hospitalares

• Ano de defesa: 2023
• Autor(a) principal: Ferreira, Herberth Gomes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Morte; Educação Especial; Educação hospitalar; Analítica existencial; Martin Heidegger (1889-1976); subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/17012

[INTRODUCTION] What "is" and "how is", in a comprehensive phenomenologicalhermeneutic way, the phenomenon of death for school and non-school teachers and educators who, directly or indirectly, explicitly or implicitly, produce educational care in hospital environments? From this interrogation, the objective of describing comprehensively, in a phenomenological-hermeneutic way, "what is" and "how is" the phenomenon of death for school and non-school teachers and educators, who, directly or indirectly, explicitly or implicitly, produce educational assistance in hospital environments, emerged. [THEORETICAL FRAMEWORK] The goal fits into phenomenological-existential-hermeneutic authors, namely "what is" and "how it is" - and we went looking for meaning in Heidegger, who has a very respected study on the subject of "death". We worked with some of his concepts that led us to understand death: Being-in-the-world; Dasein; Existence; Essence; The indetermination of anguish and fear of death as a determinate being in human existence - and finally death and being-fordeath. [METHODOLOGY] 1. This is a phenomenological research grounded in Heidegger himself, highlighting the ontology that addresses the theme of death, in a stance to research the appeal of being as given of interpretation by hermeneutics; 2. As instruments/resources of research we asked, among others: computers; cell phones; telephone; 3. Research techniques used via these instruments: conversations motivated from our research question, adapting it to the understanding and comprehension of the research collaborators, where we asked them to make a typed account of their experience with death, in their hospital educational work. We used: email, conversations via WhatsApp, cell-phone, Google Meet; 4. Research Procedures: data collection in the form of reports of the collaborator's experience with death in her hospital educational environment; systematic attentive and comprehensive readings, always aiming at the search for the research phenomenon - the meaning of death for a teacher of the health sphere; we produced an existential analytic (hermeneutic) of each singularity; we produced an analytic of the eight statements, considering them in their generality, capturing the meaning of death for the group; from all the research, we created an intervention product, in the form of a theoretical-practical project called "Existential pedagogy: of life (and death)" of Heideggerian inspiration: sketches of a theory for the training of the teacher and educator who works in educational care in hospital settings; considering a reapproximation of what appeared to us as a phenomenon, from the singular to the plural (general/group), we describe a thesis from this phenomenal whole. [RESULTS AND DISCUSSION] Each teacher (and/or educator), in her "being-there" of "presence", who works, directly or indirectly, in educational services in hospital environments, perceives herself, in a common way, as "being-for-the-death". In this singular way of being, of "being authentic" in a sense of "being-with-the-other" in the "anguish", the death and dying of students leads her to be concerned with the finitude of the other, which is part of her - as existential. This experiencing of "death" indicates a "willingness" to be a professional "self" working in the sphere of education and health. She unveils herself, and the other, in "what is" and "how is" death, bringing the theme to the school and non-school curriculum, official and unofficial, (pro)curing not to naturalize the subject, thus producing a pedagogical movement with "disposition" for the sensitization of the recognition of life in the process-class.