Contribuição da ética de Baruch Spinoza para o enfrentamento da violência escolar

• Ano de defesa: 2024
• Autor(a) principal: Ribeiro, Mairy Aparecida Pereira Soares
• Orientador(a): Freitas, Lêda Gonçalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Psicologia
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Violência escolar; Ética de Spinoza; Afetos; Educação
• Palavras-chave em Inglês: School violence; Spinoza's ethics; Affections; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3691

This thesis seeks to draw on Spinoza's ethics to understand and address school violence. The general objective of this study is to identify the contributions of Spinoza's ethics to comprehending the phenomenon of school violence, aiming to inspire strategies for tackling this issue and, consequently, providing ideas for school contexts to further foster a culture of peace. Structurally, the specific objectives of this study are organized into three core areas: a) Spinoza's ethics; b) prevention of school violence; and c) addressing school violence through the lens of Spinoza's ethics. Methodologically, the study employs a qualitative, exploratory approach, based on bibliographic research grounded in Spinoza's ethics. The research explores how passive affects, such as fear, sadness, and anger, diminish individuals' capacity for action. Conversely, active affects, such as joy, respect, and cooperation, enhance this capacity and promote the development of more productive relationships. Another concept from Spinoza discussed in the thesis is that of knowledge. Spinoza defines adequate knowledge as that which allows the mind not only to know a thing in itself but also to understand its cause. Adequate knowledge thus involves comprehending the causal relationships underlying phenomena, offering an integrated and rational perspective of the world. This type of knowledge leads to a holistic and coherent understanding of reality and is associated with active affects, which enhance our capacity to act and our sense of freedom. The literature review on school violence in Brazil highlights its multifaceted nature. Symbolic violence stems from power relations and exclusion within the educational environment. Structural violence reflects social inequalities and institutional practices that hinder inclusion and full access to education. Direct violence involves physical, verbal, and psychological aggression that disrupts interactions between students, teachers, and other school stakeholders. Regarding the prevention of school violence, the studies emphasize the need for coordination among various spheres—school, family, community, and public policies—in striving for an educational environment that not only prevents violence but also promotes the holistic development of students. The study concludes that Spinoza's ethics offers a theoretical framework that can underpin educational practices aimed at addressing school violence. By understanding the affects that permeate school relationships, it becomes possible to develop interventions that mitigate passive affects and strengthen active ones. In this way, the school environment can become a space that resists dynamics limiting action, promoting modes of coexistence that support the holistic development of individuals. The application of these principles seeks to consolidate an education guided by cooperation, autonomy, and reflection, transforming schools into places of resistance to violence and the promotion of constructive interactions.