A educação na fronteira entre o desejo e a autonomia: dos percursos (im)possíveis
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Data
2010-08-31
Autores
Fazilari, Fernanda [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Vivemos numa era marcada pelas práticas adaptacionistas e submissão total do Homem, as quais não possibilitam ao indivíduo sua autonomia. Assim, cada vez mais, a capacidade pensante do indivíduo - provida de desejo -, encontra-se dilacerada. Entende-se que a Educação deveria assumir um papel fundamental para reverter este quadro, uma vez que seu principal sentido seria o de, justamente, possibilitar aos educandos espaços diferenciados nos quais seus desejos pudessem florescer e a alienação não encontrasse lugar. Infelizmente, não é isso que acontece e a própria Educação foi capturada por um sistema que não valoriza as singularidades dos sujeitos. Deste modo, pretende-se pensar a Educação a partir da Psicanálise e da Teoria Crítica, a fim de que esta se modifique recuperando seu lugar da crítica social e tornando-se ela própria uma importante ferramenta contra a barbárie. Contribui-se, assim, na desconstrução dos discursos prontos, tidos como únicos e verdadeiros que nos impedem de pensar e numa formação não ‘para’ o sujeito, mas ‘do’ sujeito, que considera os aspectos críticos, reflexivos e desejantes, pois só este indivíduo teria força para atuar contra o status quo. Nosso marco teórico se constitui da releitura de alguns textos clássicos da Teoria Crítica e da Psicanálise nos quais a tensão entre o “desejo” e a “autonomia” está colocada como tema desafiante para a construção de processos educacionais em suas relações com a modernidade
We live in an era marked by practices adaptations and total submission of man, which does not enable the individual to autonomy. So, increasingly, the thinking ability of the individual - constituted by desire - is torn apart. It is understood that education should play a key role to change this situation, since its main effect would be to precisely allowing learners to different spaces in which their wishes could flourish and the alienation did not find a place. Unfortunately, this is not the case and the Education itself was captured by a system that does not value the uniqueness of individuals. Thus, we intend to think about Education through Psycoanalysis and Critical Theory, so that this change is recovering its place of social criticism and becoming itself an important tool against barbarism. Contributing is thus in deconstructing the speeches ready, taken as only true that prevent us from thinking and not in formation 'to' man, but 'of' man, that considers the aspects critical, reflective and of desire, as only this individual have the strength to act against the status quo. Our theoretical framework constitutes the re-reading of some classic texts of Critical Theory and Psychoanalysis in which the tension between the desire and autonomy is quoted as challenging issue for the construction of educational processes in their relationship with modernity
We live in an era marked by practices adaptations and total submission of man, which does not enable the individual to autonomy. So, increasingly, the thinking ability of the individual - constituted by desire - is torn apart. It is understood that education should play a key role to change this situation, since its main effect would be to precisely allowing learners to different spaces in which their wishes could flourish and the alienation did not find a place. Unfortunately, this is not the case and the Education itself was captured by a system that does not value the uniqueness of individuals. Thus, we intend to think about Education through Psycoanalysis and Critical Theory, so that this change is recovering its place of social criticism and becoming itself an important tool against barbarism. Contributing is thus in deconstructing the speeches ready, taken as only true that prevent us from thinking and not in formation 'to' man, but 'of' man, that considers the aspects critical, reflective and of desire, as only this individual have the strength to act against the status quo. Our theoretical framework constitutes the re-reading of some classic texts of Critical Theory and Psychoanalysis in which the tension between the desire and autonomy is quoted as challenging issue for the construction of educational processes in their relationship with modernity
Descrição
Palavras-chave
Educação, Desejo, Autonomia, Processos de subjetivação, Education, Desire, Autonomy, Processes of subjectification
Como citar
FAZILARI, Fernanda. A educação na fronteira entre o desejo e a autonomia: dos percursos (im)possíveis. 2010. 73 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2010.