A vida em dança: um ensaio filosófico-educacional sobre o aprender com afetos

• Ano de defesa: 2024
• Autor(a) principal: Lima, Claudia de Medeiros
• Orientador(a): Feldens, Dinamara Garcia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Ensino profissional; Afeto (Psicologia); Aprendizagem ativa; Pedagogia crítica; Institutos federais de educação, ciência e tecnologia; Educação profissional; Aprendizado; Formação integrada
• Palavras-chave em Inglês: Professional education; Affections; Learning; Integrated education; Federal institutes
• Palavras-chave em Espanhol: Educación profesional; Afectos; Aprendizaje; Educación integrada; Institutos federales
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/20218

This doctoral work arises from a personal understanding of the affective impacts on daily practice in Professional Education. Based on initially uncommitted observations with research, but intentionally dedicated to the guidance and care of the lives of young students, some questions emerge that lead us to outline the central objective: to map the affective movements of students in Technical Professional Education at the secondary level in relation to the processes of learning to be and act in this mode of education. In a reality permeated by dilemmas and difficulties, we find reports where sadness and physical and mental exhaustion prevail, interfering not only with learning but also with the processes of students' subjectivation. Although the official documents of the Federal Network of Professional, Scientific, and Technological Education present integrality as a pillar of Integrated High School to signal some understanding of human complexity, it is necessary to point out the lack of proposals that accommodate the dynamics of affections and, even more so, to recognize how much the affective dimension has impacted our student body. For the theoretical foundation, we adopted Spinozan studies on affections and their ramifications in human life, as well as based the debate on learning on Deleuzian studies, especially dialoguing with the three practical theses he elaborates on Spinoza's Ethics. This theoretical foundation was integrated into the educational field, more specifically with Professional Education, which required us to write intersected by some racial and gender issues. For the methodological framework, we started from the idea of articulating fields of knowledge and existing forms of research, such as cartography, narrativity, and archeogenealogy, to create our own research movements demanded by our theme. For the production of truths, we performed a bricolage between scientific concepts, student narratives, literary and artistic texts, and the use of images. To do this, we used observations recorded in a field diary, narrative interviews, and discussion groups. For the processes of theoreticalmethodological analysis, we focused on the description of moments and elements that helped us understand the movements, organized in frameworks, which could be presented in any other way, with the idea of dynamizing the reading of the flows that presented themselves to us. Our thesis is committed to expanding the debate on the origin and dichotomous flows of modernity, highlighting the importance of affections in understanding life and its collective processes in immanence. Our investigation presented us with both the adaptations of bodies to stratified institutional forms and the bodily dynamics that can understand the affective-intellectual effects and causes to think about learning through the paths of freedom.