Educar para o sentido: um diálogo com o pensamento de Éric Weil

• Ano de defesa: 2020
• Autor(a) principal: Barros, Fabio Florence de
• Orientador(a): Perine, Marcelo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Filosofia
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Educação; Éric Weil; Mercado
• Palavras-chave em Inglês: Education; Market; Meaning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::FILOSOFIA
• Link de acesso: https://tede2.pucsp.br/handle/handle/23322

The present thesis has for purpose elaborating, from the standpoint of a dialogue with the works of Éric Weil, a philosophical analysis of the determining factors of the educational crisis in the contemporary world. We adopt as starting point the finding that the elaboration of curricula, from basic to superior studies, has as guiding principle, above all, the demands of the financial system and the labor market, that require from the students the developing of certain skills which are useful to the world of work, but not a deep comprehension of the universe in which they dwell, so that they could become able to elaborate the meaning of their own lives. We maintain that Weil offered a correct diagnosis of the problem, and that he pointed to the direction of a good solution, namely: of an education which, beyond enabling students to the fulfillment of useful functions from the standpoint of science and technique, open them the possibility of taking a life endowed with meaning and of acting virtuously inside their historical communities. In order to evaluate the philosophical range of the weilian solution to the educational problem, we confront its ultimate grounds with another philosophical strand that faced the same problem from a rather different point of view: the neothomist philosophy based in the conception of being as act of being (esse, or actus essendi). From this parallel we search, at the end, to extract a conclusion which makes justice to the strong points highlighted in both outlooks: briefly, that the meaning of education dwells in the perfectibility of the human being while gifted of an act of being of a very high dignity