Violência, imaginário e educação escolar: um olhar antropológico
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2014-08-20
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo investigar o fenômeno da violência demonstrando em que medida a violência retrata uma “história natural do mal” e/onde a violência é produzida por um imaginário sociocultural, tendo como base as figuras do imaginário da violência escolar. Para tanto, adotamos uma perspectiva antropológica como embasamento teórico para examinar aquilo que não apenas etólogos como Konrad Lorenz, mas filósofos e antropólogos como G. Bataille, R. Dadoun e R. Girard, caracterizaram de homo violens, evidenciando a “parte maldita” e sombria do tema em questão, cotejando, assim, os fundamentos socioantropológicos e antropopsicanalíticos do fenômeno da violência. Após toda a elaboração trazida é que podemos revelar que na medida em que não estabelecemos fronteiras entre natureza e cultura, entendemos que elas pertencem a um mesmo sistema em que uma completando a outra possibilitam a complexificação do fenômeno e assim nos abrimos para entender que as situações violentas do sistema social influenciam e constituem um imaginário sociocultural, enraizando-se na existência dos homens e interferindo nas práticas institucionais, entre elas as escolares, uma vez que a escola como instituição da sociedade também encontra fonte no “imaginário social” e se insere em uma “rede simbólica”. Dessa forma, baseando-nos na Teoria do Imaginário de Gilbert Durand, é que mostramos em nosso trabalho as imagens da violência na escola que ganham sentidos no meio escolar através de seus símbolos e rituais. Nesse sentido pensamos que trazer o imaginário dos alunos para a sala de aula seja uma alternativa, para que ao invés de negar o conflito, o anômico que permeia o meio escolar, possamos ver quais as configurações da violência nos possíveis diálogos a se propor e como, assim, podemos negociar com ela para um convívio que busque o equilíbrio e a criação de laços que caracterizem a instituição ...
The aim of this research is to investigate the phenomenon of the violence, by demonstrating in which extent the violence DEPICTS/DESCRIBES a “natural evil history” (the aggressiveness is constituent of the human being, as far as it has its neurophysiological substrates in the córtex of the escape/defense pulses of “triunic brain”) and/where the violence is created by a socio-cultural imaginary which has the imaginary figures of school violence as basis. Therefore, we have adopted an anthropological perspective as theoretical basis in order to examine what not only ethologists as Konrad Lorenz, but also philosophers and anthropologists as G. Bataille, R. Dadoun and R. Girard, characterize as homo violens, emphasizing the dark and “accursed share” of the subject at issue, thus collating the socio-anthropological and anthropo-psychoanalytic foundations of violence phenomenon. After have developed this proposal, we can reveal that there are not established boundaries between nature and culture, assuming they belong to one only system in which they complement each other, enabling the phenomenon to become complex, what allows us to understand that the violent situations of the social system influence and constitute a socio-cultural imaginary, with roots in the men´s existence, and interference in the institutional practices – the school ones among them, because, as a society institution, also the school has its source in the “social imaginary” and is placed on a symbolic network. Hence, based on the Theory of the Imaginary by Gilbert Durand, we present in this work the PICTURES of violence in school which gain meanings in this environment through its symbols and rituals. By these ideas, we believe that transporting the students´ imaginary to the classroom is an alternative to, instead of denying the conflict, the “anomie”, that pervades the school environment, we can verify ...
The aim of this research is to investigate the phenomenon of the violence, by demonstrating in which extent the violence DEPICTS/DESCRIBES a “natural evil history” (the aggressiveness is constituent of the human being, as far as it has its neurophysiological substrates in the córtex of the escape/defense pulses of “triunic brain”) and/where the violence is created by a socio-cultural imaginary which has the imaginary figures of school violence as basis. Therefore, we have adopted an anthropological perspective as theoretical basis in order to examine what not only ethologists as Konrad Lorenz, but also philosophers and anthropologists as G. Bataille, R. Dadoun and R. Girard, characterize as homo violens, emphasizing the dark and “accursed share” of the subject at issue, thus collating the socio-anthropological and anthropo-psychoanalytic foundations of violence phenomenon. After have developed this proposal, we can reveal that there are not established boundaries between nature and culture, assuming they belong to one only system in which they complement each other, enabling the phenomenon to become complex, what allows us to understand that the violent situations of the social system influence and constitute a socio-cultural imaginary, with roots in the men´s existence, and interference in the institutional practices – the school ones among them, because, as a society institution, also the school has its source in the “social imaginary” and is placed on a symbolic network. Hence, based on the Theory of the Imaginary by Gilbert Durand, we present in this work the PICTURES of violence in school which gain meanings in this environment through its symbols and rituals. By these ideas, we believe that transporting the students´ imaginary to the classroom is an alternative to, instead of denying the conflict, the “anomie”, that pervades the school environment, we can verify ...
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Educação, Violencia, Imaginario, Education
Como citar
POLI, Ana Paula. Violência, imaginário e educação escolar: um olhar antropológico. 2014. 128 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.