A importância da atenção na relação professor-aluno no contexto tecnocientífico
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Data
2012-11-23
Autores
Santos, Genivaldo de Souza [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A atenção faz parte de uma temática geralmente esquecida e não valorizada pela filosofia e por sua história, na medida em que ela mantém laços com os pressupostos fundamentais da filosofia moderna, e à medida que esta ―maneira‖ de fazer filosofia, historicamente datada é adotada, como sendo ―a‖ própria Filosofia, configurando uma agenda filosófica bastante restrita, que na ânsia de ―certeza‖ e ―clareza‖ é levada a ignorar um campo de temas fundamentais para a (auto) compreensão do humano e de maneiras outras de se produzir conhecimento sobre ele. É sabido que a filosofia, a partir da modernidade, buscou compreender a realidade por meio da exclusividade de um conhecimento racional, claro e distinto, ―purificado‖ de sua vinculação com o mundo da vida. Fazendo desta, um objeto destacado e separado, face à consciência do sujeito que se reconhece como categoria ontológica, superior e independente do mundo, capaz de produzir a partir de si um conhecimento objetivo e seguro da realidade, radicalizando substancialmente o dualismo platônico, que doravante passam a ser tomados, sujeito (alma) e objeto (materialidade), como substâncias antagônicas e hierarquicamente diferentes. Com este cenário conceitual, a modernidade apostou em um mundo baseado no conhecimento científico, cujos excessos são experimentados cotidianamente na sociedade tecnocientífica, desvalorizando maneiras outras de abordar o fenômeno humano, e de modos outros de produção de conhecimento. Deste modo, a atenção, como um tema genuinamente filosófico, ganhou importância e foi recuperado por estudiosos da filosofia antiga que, numa espécie de ―desvio‖ dos pressupostos modernos, perceberam que a filosofia, em sua plenitude, não poderia ser considerada apenas como uma produção/exposição de um sistema teórico, desligado...
The attention is part of a theme often overlooked and not appreciated by the philosophy and history, in the meaning that it maintains ties with the fundamental assumptions of modern philosophy and to the extent that this way of doing philosophy historically dated, is adopted as the Philosophy itself, setting a philosophical agenda too narrowly, that in their eagerness to ―certainty‖ and ―clarity‖ is taken to ignore a field of fundamental issues for the (self-) understanding of human and other ways to produce knowledge about it. It is known that philosophy, from modernity, sought to understand reality through the uniqueness of a rational knowledge, clear and distinct, ―cleansed‖ of its links with the world of life. Making this an object detached and separated from the subject's consciousness that recognizes itself as a superior and independent ontological category in the world, capable of producing from it a safe and objective knowledge of reality, radicalizing substantially Platonic dualism, which henceforth shall be taken, subject (soul) and object (materiality), as substances antagonistic and hierarchically different. From this conceptual stage, modernity bet in a world based on scientific knowledge, whose excesses are experienced daily in technoscientific society, devaluing other ways to address the human phenomenon and other modes of knowledge production. Thus, attention, as a genuinely philosophical theme, gained importance and was recovered by scholars of ancient philosophy that a kind of diversion of modern assumptions, realized that philosophy, in its fullness, could not be considered only as a production / exhibition of a theoretical system disconnected from the experience we have in the world, but it should be taken as a way of life that involves us deeply and that is practiced and exercised, aiming... (Complete abstract click electronic access below)
The attention is part of a theme often overlooked and not appreciated by the philosophy and history, in the meaning that it maintains ties with the fundamental assumptions of modern philosophy and to the extent that this way of doing philosophy historically dated, is adopted as the Philosophy itself, setting a philosophical agenda too narrowly, that in their eagerness to ―certainty‖ and ―clarity‖ is taken to ignore a field of fundamental issues for the (self-) understanding of human and other ways to produce knowledge about it. It is known that philosophy, from modernity, sought to understand reality through the uniqueness of a rational knowledge, clear and distinct, ―cleansed‖ of its links with the world of life. Making this an object detached and separated from the subject's consciousness that recognizes itself as a superior and independent ontological category in the world, capable of producing from it a safe and objective knowledge of reality, radicalizing substantially Platonic dualism, which henceforth shall be taken, subject (soul) and object (materiality), as substances antagonistic and hierarchically different. From this conceptual stage, modernity bet in a world based on scientific knowledge, whose excesses are experienced daily in technoscientific society, devaluing other ways to address the human phenomenon and other modes of knowledge production. Thus, attention, as a genuinely philosophical theme, gained importance and was recovered by scholars of ancient philosophy that a kind of diversion of modern assumptions, realized that philosophy, in its fullness, could not be considered only as a production / exhibition of a theoretical system disconnected from the experience we have in the world, but it should be taken as a way of life that involves us deeply and that is practiced and exercised, aiming... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Atenção, Professores e alunos, Escolas, Ética, Educação
Como citar
SANTOS, Genivaldo de Souza. A importância da atenção na relação professor-aluno no contexto tecnocientífico. 2012. 197 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2012.