Diálogo e compreensão como fundamentos educativos para transformação da consciência sobre o mundo

• Ano de defesa: 2023
• Autor(a) principal: Lima, Miguel Júnior Zacarias
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Fundamentos educativos; Diálogo; Compreensão; Consciência; Dialogue; Understanding; Conscience; Educational fundamentals; CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/55116

In thiswork, wedefendthat dialogue andunderstanding are educational foundations that enable the transformation of self-awarenessanda wareness of the world. We arrived at this thesis, assuming dialogue and understanding as our to-be-thought, as educational foundations for the transformation of consciousness about the world. In the research journey, we mobilized our reflections from the question: How can dialogue and understanding be thought of as educational foundations for the transformation of consciousness about oneself and the world? In the light of this question, and starting from a hermeneutic methodology of interpreting when we experience and understanding when we relate, we patiently, rigorously and inventively lean over the production of interlocutors such as Hans-Georg Gadamer and Paulo Freire as reflective exponents to think about the concepts of dialogue and understanding. Guimarães Rosa, Ailton Krenak and Davi Kopenawer opened our horizons to the decolonial movement. And, we broaden and deepen our researcher awareness by appropriating the pillars of Sertania: vastness, itinerancy and anthropophagy. The interlocutors and Sertania as an approach enabled us to understand that dialogue and understanding are ways of transforming self-awareness and about the lived world, because they open spaces for everyone's expression and participation, allowing different voices to be heard and valued, contributing for the construction of a fairer and more democratic society, modifying the relations of social domination and oppression. In addition, Krenak and Kopenawer made us return to a cosmovision, which implied the appreciation of traditional knowledge, the preservation of ancestral languages and cultures, the guarantee of territorial rights and the active participation of different peoples in decision-making that affect their lives. Thus, we conclude our studies taken by the feeling that 'living well' implies breaking with the development model based on unbridled consumption, the exploitation of natural resources and the incessant pursuit of profit. It is necessary to adopt a more holistic and integrated approach, recognizing the interdependence between all beings and seeking ways to live in harmony with nature