Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Alves, Antônio André |
| Orientador(a): |
Dantas, Alexsandro Galeno Araújo |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Rio Grande do Norte
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ciências Sociais
|
| Departamento: |
Desenvolvimento Regional; Cultura e Representações
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.ufrn.br/jspui/handle/123456789/13824
|
Resumo: |
This work aims give evidence of that The hope principle, the philosophical system devised by the German philosopher Ernst Bloch, in which hope assumes an ontological character, offers cognitive support that allows overcoming the void imposed by nihilism today, especially in the field of education. But while it offers cognitive support, it also presents a need that is fulfilled by an educational proposal based on a not-yet-conscious being. An education based on hope has four essential pillars: learning to know, learning to do, learning to be, learning to live together and, most of all, immerging into in the seas of uncertainty. In times when school is a promoter of certainties at the expense of uncertainties, education must not forsake the notion of the unpredictable and immeasurable, nor the need to find ways to enable better understanding of aspect related to the not-yet-be. The employed theoretical and methodological elements in this work paint a corpus through an interactive process in which layers of additional texts are subjected to analysis |
