Para uma crítica da educação e por uma compreensão da violência
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/27898 |
Resumo: | This thesis seeks to contribute to a critique of education, understanding violence as part of it and as a social phenomenon. This criticism is based on the studies of Walter Benjamin, where he proposes the understanding of violence through mythical and divine contradiction. Benjamin, in the text “For a critique of violence”, only names education as an example of divine violence and from there we started the research that brought to light the unilaterality of this statement. A statement that we found to be one-sided because it did not encompass the reality of education, which was shown in a dubious way like the two forms of violence described by Benjamin. In this context, it is possible to glimpse the dialectic overlapping of the classification proposed by Benjamin for violence, in a kind of conceptual shift: we can concretely perceive mythical education and divine education. In the course of the thesis we unveil these two aspects of education, exposing their contradiction. We worked directly with the two main Benjaminian influences: historical-materialism and anarchism, influences that supported the points raised for this critique of education. To do so, we tread the dialectical path through various elements in a writing linked with contemporary facts that dialogue with the authors and with the discoveries that this dialogue provided, taking us beyond the appearance of education. We then demonstrate that education is constituted by the violence that is shown in this contradiction, in which we unveil this duplicity: the first one that turns to the market, to bureaucratic processes, to the maintenance of the State and the law, which is the mythical education; and the second, which is shown in the fissures, debris and deviations, in a happening made present in the now-time that is not controlled, but whose existence we can evaluate by its results and its break with oppression: divine education. Finally, this enables another role for the educator, it enables another understanding of what education is, of its emergence as mythical education or divine education, and which also involves understanding violence. From these premises launched so that education is not a project limited to the conditions of capital, we need to know what kind of education we are promoting. The thesis, in this sense, helps us to perceive if we are reinforcing the mythical education, in the bases explained here, that uses the violence of the capital as a form of maintenance and establishment of the cycle of domination and oppression; or, if we are constantly attentive to every revolutionary instant that divine education can compose to resist and revolutionize society from its first structure. |
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2023-02-27T13:35:57Z2023-02-27T13:35:57Z2022-12-13http://repositorio.ufsm.br/handle/1/27898This thesis seeks to contribute to a critique of education, understanding violence as part of it and as a social phenomenon. This criticism is based on the studies of Walter Benjamin, where he proposes the understanding of violence through mythical and divine contradiction. Benjamin, in the text “For a critique of violence”, only names education as an example of divine violence and from there we started the research that brought to light the unilaterality of this statement. A statement that we found to be one-sided because it did not encompass the reality of education, which was shown in a dubious way like the two forms of violence described by Benjamin. In this context, it is possible to glimpse the dialectic overlapping of the classification proposed by Benjamin for violence, in a kind of conceptual shift: we can concretely perceive mythical education and divine education. In the course of the thesis we unveil these two aspects of education, exposing their contradiction. We worked directly with the two main Benjaminian influences: historical-materialism and anarchism, influences that supported the points raised for this critique of education. To do so, we tread the dialectical path through various elements in a writing linked with contemporary facts that dialogue with the authors and with the discoveries that this dialogue provided, taking us beyond the appearance of education. We then demonstrate that education is constituted by the violence that is shown in this contradiction, in which we unveil this duplicity: the first one that turns to the market, to bureaucratic processes, to the maintenance of the State and the law, which is the mythical education; and the second, which is shown in the fissures, debris and deviations, in a happening made present in the now-time that is not controlled, but whose existence we can evaluate by its results and its break with oppression: divine education. Finally, this enables another role for the educator, it enables another understanding of what education is, of its emergence as mythical education or divine education, and which also involves understanding violence. From these premises launched so that education is not a project limited to the conditions of capital, we need to know what kind of education we are promoting. The thesis, in this sense, helps us to perceive if we are reinforcing the mythical education, in the bases explained here, that uses the violence of the capital as a form of maintenance and establishment of the cycle of domination and oppression; or, if we are constantly attentive to every revolutionary instant that divine education can compose to resist and revolutionize society from its first structure.A presente tese busca contribuir para uma crítica da educação compreendendo a violência como parte da mesma e como fenômeno social. Essa crítica tem como fio condutor os estudos de Walter Benjamin, onde este, propõe a compreensão da violência através da contradição mítica e divina. Benjamin, no texto “Para uma crítica da violência”, apenas nomeia a educação como exemplo de violência divina e a partir daí iniciamos a pesquisa que trouxe à tona a unilateralidade desta afirmação. Afirmação que descobrimos unilateral pois não comportava a realidade da educação, que se mostrava de forma dúbia como as duas violências descritas por Benjamin. Neste contexto, é possível vislumbrar a sobreposição dialética da classificação proposta por Benjamin para a violência, numa espécie de deslocamento conceitual: podemos perceber concretamente a educação mítica e a educação divina. No decorrer da tese desvelamos estes dois aspectos da educação, expondo a sua contradição. Trabalhamos diretamente com as duas principais influências benjaminianas: o materialismohistórico e o anarquismo, influências estas que fundamentaram os pontos levantados para esta crítica da educação. Para tanto, trilhamos o caminho dialético através de vários elementos em uma escrita vinculada com fatos contemporâneos que dialogam com os autores e com as descobertas que este diálogo proporcionou, nos levando para além da aparência da educação. Demonstramos então que a educação é constituída pela violência que se mostra nessa contradição, em que desvelamos essa duplicidade: a primeira que se volta para o mercado, para processos burocráticos, para manutenção do Estado e do direito, que é a educação mítica; e a segunda, que se mostra nas fissuras, escombros e desvios, num acontecer presentificado no tempo-do-agora que não se controla, mas da qual podemos avaliar a existência por seus resultados e seu rompimento com a opressão: a educação divina. Por fim, isso possibilita outro papel ao educador, possibilita outro entendimento do que seja educação, de seu aparecimento como educação mítica ou educação divina e que, também passa pela compreensão da violência. A partir dessas premissas lançadas para que a educação não seja um projeto limitado às condições do capital, precisamos saber a que tipo de educação estamos promovendo. A tese, neste sentido nos ajuda a perceber se estamos reforçando a educação mítica, nas bases aqui explicitadas, que usa a violência do capital como forma de manutenção e instauração do ciclo de dominação e opressão; ou, se estamos constantemente atentos a cada instante revolucionário que a educação divina pode compor para resistir e revolucionar a sociedade a partir de sua estrutura primeira.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoViolênciaDivinaMíticaRevoluçãoEducationViolenceDivineMythicRevolutionCNPQ::CIENCIAS HUMANAS::EDUCACAOPara uma crítica da educação e por uma compreensão da violênciaFor a critique of education and for an understanding of violenceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisKronbauer, Luiz Gilbertohttp://lattes.cnpq.br/9231065813001096Pereira, Marcelo de AndradeGallo, Silvio Donizetti de OliveiraSouza, Ricardo Timm deOliveira, Maurício Cristiano dehttp://lattes.cnpq.br/7604020042251788Prohmann, Patricia Rosi700800000006600600600600600600600a08e7af1-acf9-40c4-ac83-3b5e9db61bec386be1cc-dd64-4a9e-ac48-c710d91a8f586fa47730-5e9e-49e6-828f-cd8d97a5a2498ab4b20d-7de6-484d-af11-05cf99c1384d17840615-7cf3-45b3-9f5f-4e02c98c1cbd54c73207-a5a7-4e8c-a43f-48ad66d8802ereponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Para uma crítica da educação e por uma compreensão da violência |
dc.title.alternative.eng.fl_str_mv |
For a critique of education and for an understanding of violence |
title |
Para uma crítica da educação e por uma compreensão da violência |
spellingShingle |
Para uma crítica da educação e por uma compreensão da violência Prohmann, Patricia Rosi Educação Violência Divina Mítica Revolução Education Violence Divine Mythic Revolution CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Para uma crítica da educação e por uma compreensão da violência |
title_full |
Para uma crítica da educação e por uma compreensão da violência |
title_fullStr |
Para uma crítica da educação e por uma compreensão da violência |
title_full_unstemmed |
Para uma crítica da educação e por uma compreensão da violência |
title_sort |
Para uma crítica da educação e por uma compreensão da violência |
author |
Prohmann, Patricia Rosi |
author_facet |
Prohmann, Patricia Rosi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kronbauer, Luiz Gilberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9231065813001096 |
dc.contributor.referee1.fl_str_mv |
Pereira, Marcelo de Andrade |
dc.contributor.referee2.fl_str_mv |
Gallo, Silvio Donizetti de Oliveira |
dc.contributor.referee4.fl_str_mv |
Souza, Ricardo Timm de |
dc.contributor.referee5.fl_str_mv |
Oliveira, Maurício Cristiano de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7604020042251788 |
dc.contributor.author.fl_str_mv |
Prohmann, Patricia Rosi |
contributor_str_mv |
Kronbauer, Luiz Gilberto Pereira, Marcelo de Andrade Gallo, Silvio Donizetti de Oliveira Souza, Ricardo Timm de Oliveira, Maurício Cristiano de |
dc.subject.por.fl_str_mv |
Educação Violência Divina Mítica Revolução |
topic |
Educação Violência Divina Mítica Revolução Education Violence Divine Mythic Revolution CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Violence Divine Mythic Revolution |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis seeks to contribute to a critique of education, understanding violence as part of it and as a social phenomenon. This criticism is based on the studies of Walter Benjamin, where he proposes the understanding of violence through mythical and divine contradiction. Benjamin, in the text “For a critique of violence”, only names education as an example of divine violence and from there we started the research that brought to light the unilaterality of this statement. A statement that we found to be one-sided because it did not encompass the reality of education, which was shown in a dubious way like the two forms of violence described by Benjamin. In this context, it is possible to glimpse the dialectic overlapping of the classification proposed by Benjamin for violence, in a kind of conceptual shift: we can concretely perceive mythical education and divine education. In the course of the thesis we unveil these two aspects of education, exposing their contradiction. We worked directly with the two main Benjaminian influences: historical-materialism and anarchism, influences that supported the points raised for this critique of education. To do so, we tread the dialectical path through various elements in a writing linked with contemporary facts that dialogue with the authors and with the discoveries that this dialogue provided, taking us beyond the appearance of education. We then demonstrate that education is constituted by the violence that is shown in this contradiction, in which we unveil this duplicity: the first one that turns to the market, to bureaucratic processes, to the maintenance of the State and the law, which is the mythical education; and the second, which is shown in the fissures, debris and deviations, in a happening made present in the now-time that is not controlled, but whose existence we can evaluate by its results and its break with oppression: divine education. Finally, this enables another role for the educator, it enables another understanding of what education is, of its emergence as mythical education or divine education, and which also involves understanding violence. From these premises launched so that education is not a project limited to the conditions of capital, we need to know what kind of education we are promoting. The thesis, in this sense, helps us to perceive if we are reinforcing the mythical education, in the bases explained here, that uses the violence of the capital as a form of maintenance and establishment of the cycle of domination and oppression; or, if we are constantly attentive to every revolutionary instant that divine education can compose to resist and revolutionize society from its first structure. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-13 |
dc.date.accessioned.fl_str_mv |
2023-02-27T13:35:57Z |
dc.date.available.fl_str_mv |
2023-02-27T13:35:57Z |
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por |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Educação |
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