Atravessando a fantasia ideológica: violência criadora na educação

• Ano de defesa: 2023
• Autor(a) principal: Fofano, Debora Klippel
• Orientador(a): Rech, Hildemar Luiz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação; Ideologia; Violência; Fantasia; Education; Ideology; Violence; Fantasy
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/73326

On philosophical bases, this thesis analyzes how ideology and violence have an imbricate relationship that is reinforced in education. In face of this problem, it proposes to cross the fantasy of a ready and finished education for the creation of an act of happening violence. The research methodology follows the principles of parallax as a philosophy of dialectical materialism and the permanent movement around never stable objects. In order to deal with education, I reflect on its opposite and return to the act of educating as an impossible task. The investigation of the ideology that obliterates and splits reality takes place from its dialectical character, embodying the discourse of the unconscious that structures the perception of the world. I then try to displace the examination of ideology from its strategy of unmasking and making reality aware, to affirm that ideology articulates fantasy and mobilizes the desire of women and men. The reflection on how education becomes a place for the reproduction and teaching of violence and the recognition of how learning processes are practiced surrounded by violence appear together with sociopolitical analyzes linked to the violence to which women are subjected, both in its symbolic and structural aspect. To cross the educational fantasy, in this scenario, is to go beyond the symptom, surpassing a naive perspective, presenting the reality of the antagonism, its discursive logics and the impossible implications that are part of the educational process. To think about the possibility of revolutionizing, the perspective of an act of creative violence is articulated, which goes beyond the rejection of banal anti-violence. Thus, an eventful violent act emerges on a scale capable of oxygenating relationships in a constellation of knowledge, risking ways of living, thinking, educating, choosing and differentiating, now implied in a violence far from ready-made formulas, but that puts education in its seminal, strong and radical exponential.