A educação como campo de batalha e local de seleção

• Ano de defesa: 2009
• Autor(a) principal: Lima, Ricardo Correia de
• Orientador(a): Costa, Mauro José Sá Rego
• Banca de defesa: Antoun, Henrique , Rocha, Mauricio de Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: BR
• Palavras-chave em Português: Educação; Indivíduo; Criação
• Palavras-chave em Inglês: Education; Individual; Creation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10162

This work is the result of reflections on the readings I have been doing since my undergraduate course. Departing from the understanding that school education, unlike some of its assumptions, serves especially to the capitalist social order being one of the most efficient ways to "tame" human beings. This is not to say that all school education will always be taming, but that much of its work ultimately contributes to reducing the creative capacity of individuals. I understand that imposition of the search for truth and trying to match all individuals are moral judgments. These judgments represent an interpretation of life from a weak human being, i.e., they have the function of preserving the decaying. These moral values eventually decrease, also, the energy of individuals who could expand themselves. School could be the place where students could have experiences that would take them to "growth" or not. We agree with Nietzsche, to whom there is an opposition between the "will of morality" and "will to power". Living beings search for growth or self-preservation. The creation of new ways of living, the desire for life with another intensity depends on instincts. Moral imposes constant vigilance and pressure against expression of these instincts. The energy that could generate new ways of living would be used now against individuals, tormenting them. School is still a source of experience. We should know how to use its creative potential.