Do filisteu ao artista: a crítica da educação em Nietzsche e a produção cultural na escola de nosso tempo

• Ano de defesa: 2022
• Autor(a) principal: Freitas, Janaína Cordeiro Campos Ribeiro de
• Orientador(a): Paiva, Wilson Alves de
• Banca de defesa: Paiva, Wilson Alves de, Real, Márcio Penna Corte, Dalla Vechia, Ricardo Bazilio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Cultura; Educação; Nietzsche; Filisteu da cultura; Estabelecimentos de ensino; Aluno; Linguagem
• Palavras-chave em Inglês: Culture; Education; Nietzsche; Philistine of culture; Educational establishments; Student; Language
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12391

The task of this paper is to conduct a study of Nietzsche's critique of cultural decadence in Germany, as well as of the poor quality of teaching in educational institutions as institutions of human formation. Thus, it is important to understand how the reformist and romantic movement and the late German industrialization contributed to the State prioritizing technical education and market interests, a fact that contributed to man becoming a government employee, abandoning his own self-cultivation. Nietzsche did not offer a pedagogical project for German education, but, nevertheless, it is from his criticism that we can see a project for the singularization of the human being in the process of educational formation, which should educate above the herd mass, for humanity. The education prescribed by Nietzsche must be liberating from religious and political fanaticism, so that the student can develop through self-cultivation, with enriched senses, refined taste to become a creator of ideals. The central issue in this research is to bring to the present time the permanence of the philistines of culture in schools, since, as denounced by Nietzsche, for at least a century and a half, there is not much effort from educators to understand the maxim "become what you are", through a new education that prioritizes the individualities and potentialities of the student and enables the birth of brilliant artists.