Dimensões formativo-pedagógicas do cuidado de si em Foucault

• Ano de defesa: 2007
• Autor(a) principal: Danner, Fernando
• Orientador(a): Dalbosco, Claudio Almir
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• Palavras-chave em Português: Educação - Filosofia; Sujeito (Filosofia); Desenvolvimento da personalidade
• Palavras-chave em Inglês: Education; Personality development; Subject (Philosophy)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO
• Link de acesso: http://10.0.217.128:8080/jspui/handle/tede/699

In this work, we want to explain the ethical-educational implications intrinsic at foucaultian notion of careful of himself . Initiating with the back realized by Foucault at Greek-Latin culture, with the objective of study its conception about human development, we will want to explain the main implications of the notion of careful of himself , princ ipally in education, since the contemporary, whit Foucault. In the Greek-Latin culture, the careful of himself had an aristocratic characteri stic, although we can see, since the first and second centuries after Christ, a progressive widely of the practices that have, like objective the physical, spiritual and moral perfection. In the true, the careful of himself wasn t more an aristocratic prerogative, but also a s ocial practice. The basic characteristic of careful of himself , in the Greek -Latin culture, was in the knowledge of himself, which presumed a stylization of the action, by the each human being. Here, in this educational process, the master performed a basic work in the emancipation of student, doing a job like guide and permanent critical. Foucault, according himself, realize this back at the Greeks because this notion of careful himself (and about the notion of aesthetics of existence ) implicates an interes ting foundation of a practice of freedom. In a post-metaphysical world, characterized by multiculturalism (cultural relativism) and radical historicity (therefore, by the end of the great systematizations), the human being is called at a practice his freedom. And this notion of careful of himself has still more importance in a capitalist society, founded in the foment at the American way of life, that it cancel the individuality. The school, therefore, has work this notion, with the objective of a emancipated political-pedagogical practice, by the student