O corpo na filosofia de Nietzsche: uma perspectiva para pensar a educação
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Data
2021-05-25
Autores
Tavernard, Junior
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Universidade Estadual Paulista (Unesp)
Resumo
A tese de doutorado intitulada O corpo na filosofia de Nietzsche: uma perspectiva para pensar a educação analisou o conceito de corpo nas obras do filósofo alemão em vários períodos de sua produção filosófica. Teve por objetivo perspectivar o conceito de corpo subsumido como multiplicidade e vontade de potência em uma interface com a educação. Delimitamos o problema da pesquisa da seguinte maneira, tentando responder a uma objeção: de que forma a compreensão de corporalidade em Nietzsche pode nos auxiliar na tarefa educativa no que concerne a uma educação do corpo, pelo corpo e para o corpo? Isto é: pensar a formação humana sem rachaduras, divisionismos, dualismos, tendo como base sua integralidade e plenificação. A pesquisa foi estruturada a partir da revisão de literatura primária e secundária. Na primária, privilegiamos a analítica dos textos de Nietzsche, a saber, Assim falou Zaratustra; Genealogia da Moral; Além de Bem e Mal; Ecce Homo; Crepúsculo dos ídolos; Gaia Ciência; além de outras referências selecionadas para auxiliar a reflexão em torno da imagem de Nietzsche afirmador do corpo, preocupado em dissolver a dualidade corpo-alma, com os rumos da cultura e com questões educacionais. Na secundária, foram mobilizados os intérpretes e comentadores do filósofo nacionais e estrangeiros. Em seus escritos filosóficos, Nietzsche critica a visão fragmentária de homem fundamentada na separação corpo-mente. Nas interpretações metafísicas, o corpo foi representado idealisticamente, apartado da ordem sensível e proscrito a uma condição inferior. Criticando as tradições que opuseram corpo-mente, Nietzsche sustenta [no Zaratustra] que o corpo é a grande razão, conceito fundante em sua elaboração filosófica. Ao retomar o problema do corpo (Leib), Nietzsche o concebe como multiplicidade de impulsos (Trieb) que lutam entre si por mais potência. Ao revalorá-lo, exalta os instintos pulsionais e expõe sua concepção de corporalidade. Concluiu-se, dentre tantas perspectivações, que a noção de corpo, na filosofia nietzschiana, implica num ultrapassamento do corpo reificado e do corpo disciplinarizado, recorrente nas práticas de socialização e nos espaços escolares. O corpóreo, tal como perspectivado por Nietzsche, nos possibilita pensá-lo, desdicotomizá-lo e ressignificá-lo na práxis educativa e na formação discente, encetando novos caminhos emancipatórios nos processos educacionais.
The doctoral thesis entitled: The body in Nietzsche's philosophy: a perspective for thinking about education, analyzed the concept of body in the works of the German philosopher in various periods of his philosophical production. It aimed to put into perspective the concept of body subsumed as multiplicity and will to power in an interface with education. We delimit the research problem trying to answer an objection: in what way can Nietzsche's understanding of corporality help us in the educational task, concerning an education of the body, by the body, and for the body? That is: to think of human training without cracks, divisions, dualisms, having as a basis it's integrality and fullness. The research was structured from a primary and secondary literature review. In the primary one, we privileged the analysis of Nietzsche's texts, namely, Thus Spake Zarathustra; Genealogy of Morals; Beyond Good and Evil; Ecce Homo; Twilight of the Idols; Gaia Science; besides other references selected to help the reflection around the image of Nietzsche as a body affirming person, concerned with dissolving the body-soul duality, with the directions of culture and with educational issues. In the secondary, national and foreign interpreters and commentators of the philosopher were mobilized. In his philosophical writings, Nietzsche criticizes the fragmentary vision of man, based on the mind-body separation. In the metaphysical interpretations, the body was represented idealistically, separated from the sensible order and outcast to an inferior condition. Criticizing the traditions that opposed body-mind, Nietzsche maintains [in Zarathustra] that the body is the great reason, which is the founding concept in his philosophical elaboration. In taking up the problem of the body (Leib), Nietzsche conceives it as a multiplicity of impulses (Trieb) that fight among themselves for more power. By revaluing it, he exalts the pulsional instincts and exposes his conception of corporality. It was concluded, among many perspectives, that the notion of body in Nietzsche's philosophy implies in overcoming the reified body and the disciplinarized body, recurrent in socialization practices and school spaces. As seen from Nietzsche's perspective, the corporeal enables us to think about it, dedictomize it, and re-signify it in the educational praxis and in the students' training, starting new emancipatory paths in the educational processes.
The doctoral thesis entitled: The body in Nietzsche's philosophy: a perspective for thinking about education, analyzed the concept of body in the works of the German philosopher in various periods of his philosophical production. It aimed to put into perspective the concept of body subsumed as multiplicity and will to power in an interface with education. We delimit the research problem trying to answer an objection: in what way can Nietzsche's understanding of corporality help us in the educational task, concerning an education of the body, by the body, and for the body? That is: to think of human training without cracks, divisions, dualisms, having as a basis it's integrality and fullness. The research was structured from a primary and secondary literature review. In the primary one, we privileged the analysis of Nietzsche's texts, namely, Thus Spake Zarathustra; Genealogy of Morals; Beyond Good and Evil; Ecce Homo; Twilight of the Idols; Gaia Science; besides other references selected to help the reflection around the image of Nietzsche as a body affirming person, concerned with dissolving the body-soul duality, with the directions of culture and with educational issues. In the secondary, national and foreign interpreters and commentators of the philosopher were mobilized. In his philosophical writings, Nietzsche criticizes the fragmentary vision of man, based on the mind-body separation. In the metaphysical interpretations, the body was represented idealistically, separated from the sensible order and outcast to an inferior condition. Criticizing the traditions that opposed body-mind, Nietzsche maintains [in Zarathustra] that the body is the great reason, which is the founding concept in his philosophical elaboration. In taking up the problem of the body (Leib), Nietzsche conceives it as a multiplicity of impulses (Trieb) that fight among themselves for more power. By revaluing it, he exalts the pulsional instincts and exposes his conception of corporality. It was concluded, among many perspectives, that the notion of body in Nietzsche's philosophy implies in overcoming the reified body and the disciplinarized body, recurrent in socialization practices and school spaces. As seen from Nietzsche's perspective, the corporeal enables us to think about it, dedictomize it, and re-signify it in the educational praxis and in the students' training, starting new emancipatory paths in the educational processes.
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Corpo, Nietzsche, Formação, Educação, Body, Development, Education