Autoconhecimento na educação: uma reflexão epistemológica

• Ano de defesa: 2023
• Autor(a) principal: Silva, Victor Nathan Fontes
• Orientador(a): Silva, Renato Izidoro da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação-Estudo e ensino; Professores-formação; Teoria do autoconhecimento; Habilidades pessoais; Educação-filosofia; Pesquisa educacional; Autoconhecimento; Filosofia ocidental; Educação; Formação docente
• Palavras-chave em Inglês: Self-knowledge; Western philosophy; Education Teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/17909

This thesis presents self-knowledge as an object of study, more specifically questions about how the concept of self-knowledge has been worked on in the educational area according to research carried out within the scope of national postgraduate studies at master's and stricto sensu doctorate levels. In this thesis, systematic review is used as the main methodology for selection, collection, analysis and interpretation of data, with the purpose of expanding the reason about the studied object. Self-knowledge is an ancient and at the same time contemporary object of study, often recognized by other terms, on which thinkers, researchers and professionals from different times and from different areas have already pored over. As a general objective, we aim to understand how the concept of self-knowledge has been circulating epistemologically in the educational field, using western epistemology as a theoreticalconceptual basis; context in which the object in question is more present in our academic institutionality. In view of what is analyzed in this thesis, it can be concluded that selfknowledge walks mainly in dissertations and theses defended in institutions in the South and Southeast regions, which mostly use the qualitative methodology to work with this research object. In the list of 111 articles found in the Catalog of Theses and Dissertations of CAPES, we find works that give different degrees of importance to self-knowledge, from research that uses the term self-knowledge only once, in a very general, generic and superficial way, to research that uses for more than 350 times the term. The theorists used by these researches depend a lot on the bias that each research adopts, however, there are theorists who are familiar when it comes to self-knowledge in education, such as Ivani Catarina Arantes Fazenda, Ruy Cezar Do Espírito Santo, Paulo Freire, Carl Gustav Jung and Marie-Christine Josso. Through our analysis, we can reach the conclusion that in the educational context, self-knowledge has been circulating mainly in the area of teacher training. The process of self-knowledge in the educational sphere is then seen as a way to encourage students and educators to find their cognitive and emotional abilities, identifying their strengths and weaknesses, as well as valuing and strengthening their self-esteem. However, the research constitutes, together, a field of study that is too diverse in theoretical and methodological terms, making it difficult for comparative analyzes that allow identifying patterns of the phenomenon in terms of its objectification by demonstration and verification; criteria relevant to the history of Western epistemology, but which have been subject to pertinent criticism.