Entre as sombras da razão e as feridas emocionais: implicações sobre a semiformação como esfera do ressentimento no campo educativo
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2020-03-06
Autores
Forner, Amanda [UNESP]
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Universidade Estadual Paulista (Unesp)
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Aprofundando-se nas análises do empobrecimento da razão e na falta de possibilidades do indivíduo em desenvolver uma autorreflexão crítica, Theodor W. Adorno em seus escritos de 1960, intitulado como Teoria da Semiformação, nos apresenta o conceito de formação, que perpassa toda a época iluminista até chegar à contemporaneidade, na qual se transforma em semiformação. Diante das reflexões precedentes, Adorno chama a nossa atenção para um fato psicossocial dinâmico, o fenômeno do ressentimento, que funcionaria como um verniz formativo, tendo como pressuposto o ódio pelo que se mostra diferenciado e, ligado ao declínio da individualidade, intensificaria a incapacidade de autorreflexão, tanto no sentido intelectual quanto no sentido emocional. Assim, diante de tais revelações, alguns anos depois, em seus escritos sobre educação, o filósofo enfatizou a necessidade de elaboração do passado no campo educativo, entendida como compreensão e dissolução desses elementos de frieza subjetiva. Visto como uma tarefa ética o ato de elaborar o passado fundamenta essencialmente os cuidados com a memória pressupondo a autorreflexão crítica. Desse modo entendendo a semiformação como esfera do ressentimento, o declínio do indivíduo como seu principal motivador e as interações entre passado e presente os objetivos do presente estudo é investigar os mecanismos subjetivos do movimento de ressentir-se e, por meio da sua relação com o campo educativo, as possibilidades preventivas contra tal afeto.
Deepening in the analysis of the empowerment of reason and the individual's lack of possibilities to develop a critical self-reflection, Theodor W. Adorno in his 1960 writings, entitled Theorie der Halbbildung, introduces us to the concept of formation, which runs throughout the Enlightenment era until contemporaneity, in which it transforms into semiformation. Observing the preceding reflections, Adorno calls our attention to a dynamical psychosocial fact, the phenomenon of resentment, which would work as a formative varnish, having as premise the hatred for what is different and, tied to the decline of individuality, would intensify the incapacity of self-reflection, both in the intellectual as in the emotional sense. Thus, in the face of such revelations, a few years later, in his writings on education, the philosopher emphasized the need for elaboration of the past on the educational field, understood as comprehension and disintegration of the elements of subjective coldness. Seen as an ethical task, the act of elaboration of the past underlies essentially the care for memory, assuming the critical self-reflection. This way, understanding the semiformation as part of the resentment sphere, the individual decline as its main motivator and the interactions between past and present the purpose of the present study is to investigate the mechanisms of feeling resentful, and through its relationship with the educational field, the possibilities of preventing such drive.
Deepening in the analysis of the empowerment of reason and the individual's lack of possibilities to develop a critical self-reflection, Theodor W. Adorno in his 1960 writings, entitled Theorie der Halbbildung, introduces us to the concept of formation, which runs throughout the Enlightenment era until contemporaneity, in which it transforms into semiformation. Observing the preceding reflections, Adorno calls our attention to a dynamical psychosocial fact, the phenomenon of resentment, which would work as a formative varnish, having as premise the hatred for what is different and, tied to the decline of individuality, would intensify the incapacity of self-reflection, both in the intellectual as in the emotional sense. Thus, in the face of such revelations, a few years later, in his writings on education, the philosopher emphasized the need for elaboration of the past on the educational field, understood as comprehension and disintegration of the elements of subjective coldness. Seen as an ethical task, the act of elaboration of the past underlies essentially the care for memory, assuming the critical self-reflection. This way, understanding the semiformation as part of the resentment sphere, the individual decline as its main motivator and the interactions between past and present the purpose of the present study is to investigate the mechanisms of feeling resentful, and through its relationship with the educational field, the possibilities of preventing such drive.
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Semiformação, Ressentimento, Teoria crítica, Semiformation, Resentment, Critical theory