Institucionalização do senso comum opinativo brasileiro: responsabilização educativo-institucional no fechamento prematuro das consciências sociais

• Ano de defesa: 2017
• Autor(a) principal: Dourado, Ivan Penteado
• Orientador(a): Marcon, Telmo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Teoria do conhecimento; Educação; Consciência; Sociologia educacional
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1266

The paper discusses the role of educational institutions in the institutionalization of common sense through the mediation of teaching and the production of sociological knowledge, seeking to understand how the formation of simplifying postures on the sociopolitical reality occurs. The research was guided by the following objectives: to reconstruct the main understandings about common sense; To problematize the levels of consciousness based on Paulo Freire; Deepen the social dimension in the context of West ern modernity; To critically analyze the understanding of sociocultural and political modernity in the Brazilian context. Anchored in the bibliographic method, the research established a dialogue with authors from different traditions, especially Boaventura de Sousa Santos, Hannah Arendt, Paulo Freire and Pierre Bourdieu. Based on these and other authors, it was possible to propose three epistemological categories of common sense: that of opposition, that of negative essence and that of positive essence. The research problem - what are the institutional interferences and what socio-educational and historical elements contribute to the institutionalization and reproduction of opinionated common sense in Brazilian society? - was formulated based on the theoret ical productions and experiences of the researcher in the classroom, especially as a teacher in the discipline of Sociology, both in High School and Higher Education. In the confrontation between this experience and the reflections produced by different au thors and traditions, it was possible to conclude that common sense, understood as a type of opinion, needs to be problematized in each context. Sociological education would be the main responsible for "sticking the bubble" of the opinionated common sense on the social, by means of the increase of the level of consciousness of the subjects, once it is recognized the impossibility of abandoning the common sense and the necessity to occur a Profound modification of its essence and its openness to complexity. At the conclusion of the investigative process, the following considerations were produced: a) the political pedagogical challenge of Sociology teaching in order to problematize the common-sense perspectives that prematurely close the consciences, as well as to develop a pedagogy that problematizes the Common-sense opinions existing in daily life and also those present in sociological theories; B) the need for an approximation with theories and methodologies capable of identifying the complexity of social, political and educational processes in the trajectory of the subjects themselves and their socializing contexts; C) the challenge of teaching Sociology in the construction of a critical reading, less concerned with the mere reproduction of content and mo re with the consolidation of a citizen education. The thesis built and defended throughout the research is that the Brazilian school and university have contributed decisively to the support of common sense assumptions. The peripheral place of sociological reflection in these educational spaces and in Brazilian educational policies, when not simply denied as occurred during dictatorial periods, contributed to the strengthening of dogmatic and simplifying positions from which a premature closure of the consciousnesses in relation to the complex sociopolitical processes arises. The work, besides diagnosing and problematizing these questions, refers to a proposal that aims to provoke rupture in closed consciences and constitute the teaching of disciplines and contents of the humanities, more specifically of Sociology, as a central educational ingredient for human formation and the development of A critical and humanizing sociological consciousness. With this, it is possible to advance in the qualification of the line of research concerned with a Sociology for nonsociologists.