Fenomenologia da violência na educação: vida, cultura e barbárie em Michel Henry

• Ano de defesa: 2024
• Autor(a) principal: Grzibowski, Aline Caçapava Hernandes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001bhqz
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação; Fenomenologia; Michel Henry; Violência; Barbárie; Education; Phenomenology; Violence; Barbarism; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33646

The present study seeks to expose some influences and contributions about the field of philosophy of Education towards teacher training and current pedagogical practices. The interest in investigating the theme arises from the perception of the existence of a gap in the area of education that deals with the occurrence of violence in its relationship with human life in its uniqueness. Thus, we seek to reflect the phenomenological method, contributing to training and professional knowledge, offering support to teachers and students who experience these situations of violence and conflicts in their daily practices. We aim to think about the issues of life, culture and barbarism in Michel Henry (2003, 2012), the author chosen as the basis for weaving this research. In this way, we also seek to dialogue with other thinkers such as Husserl (2006, 2012), Paulo Freire (2007, 2012), Adão Peixoto (2020), Walter Benjamin (1996) and Adorno (1996, 2006). The aim is to build a fruitful dialogue that can contribute to teaching practice as well as to current pedagogical knowledge. For this, the concentration is turned to each human life that manifests itself in its individuality and constitutes a dimension that falls into cultural, theoretical, scientific representativeness. This is a work with a qualitative approach, in which the type of research is theoretical-bibliographical with a phenomenological nature. Thus, we seek to analyze to what extent the understanding of the phenomenology of violence as well as Henry's theory can help in the construction of paths for the re(signification) of current pedagogical knowledge and conflict and violent situations in the school context. In addition, how the phenomenological method can collaborate to demystify the violence that occurred in society in general, especially in the intra-school environment, thus preventing the repetition of barbarism.