O trabalho educativo e a natureza humana: fundamentos ontológicos da pedagogia histórico-crítica
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Data
2017-08-25
Autores
Silva, Efrain Maciel e [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta tese foi analisar os fundamentos ontológicos do trabalho educativo por meio do estudo do trabalho como mediação entre ser humano e natureza, tomando como objeto o conceito de trabalho educativo proposto por Dermeval Saviani e preconizado pela pedagogia histórico-crítica. Para se compreender o trabalho educativo, na perspectiva histórico-crítica, faz-se necessário o entendimento do método histórico-dialético de Marx, no entanto, além dos textos marxiano buscou-se em Lukács e na ontologia este necessário aprofundamento entre teleologia, trabalho e natureza humana. Este foi um trabalho de cunho teórico fundado no método histórico-dialético, que utilizou da técnica de pesquisa bibliográfica considerando como referência os principais autores da pedagogia histórico-crítica, em especial a obra de Dermeval Saviani, Newton Duarte e Lígia Márcia Martins. No âmbito mais geral dos fundamentos, tomou-se como principais referências as obras de Karl Marx e György Lukács. Justificou-se a conceituação da atividade educativa como trabalho devido a seu caráter de atividade mediadora que atua sobre a natureza humana visando a produção intencional da humanidade nos indivíduos. Para alcançar este propósito foi realizado a discussão sobre teleologia e casualidade e suas relações com o trabalho educativo. Fazendo a análise de como os processos causais das relações humanas possui uma relação dialética com a ação teleológica desenvolvida no trabalho educativo, em especial na formação de funções psicológicas superiores e pelo domínio intencional dos signos na ação do ato instrumental. Conclui-se que a educação escolar desempenha um papel fundamental, pois é por meio dela que os seres humanos têm a possibilidade de desenvolverem suas máximas capacidades e possibilidades. Apenas nossas relações sociais cotidianas darão conta de nossa formação enquanto seres sociais, no entanto, o que a pedagogia histórico-crítica defende é a possibilidade do desenvolvimento das máximas capacidades humanas e são estas que não estão imediatamente disponíveis em nossas relações cotidianas e devem ser teleologicamente produzidas pelos seres humanos para que possamos ter acesso a elas. Ao analisar o trabalho como categoria fundante do ser social, procurou-se compreender como se dá a relação dialética da ação humana com a natureza e por que esta relação é fundamental para a compreensão do desenvolvimento social da natureza humana. Ao analisar as relações entre trabalho educativo e a natureza humana foi possível um maior aprofundamento sobre os fundamentos ontológicos da pedagogia histórico-crítica, compreendendo os limites da atividade educativa nas relações sociais capitalistas e suas possibilidades de vir a ser na proposição de uma teoria pedagógica que entende dialeticamente as relações entre educação e sociedade, bem como a sua especificidade enquanto um espaço que, ao promover diretamente o máximo desenvolvimento dos indivíduos, contribui indiretamente para a transformação das bases sociais.
The aim of this thesis was to analyze the ontological foundations of educational work through the study of work as mediation between human being and nature, taking as object the concept of educational work proposed by Dermeval Saviani and advocated by historical-critical pedagogy. In order to understand the educational work, in the historical-critical perspective, it is necessary to understand Marx's historical-dialectical method; however, in addition to the Marxian texts, Lukács and ontology sought this deepening of teleology, work and human nature. This was a theoretical work based on the historical-dialectical method, which used the technique of bibliographical research considering as reference the main authors of historicalcritical pedagogy, especially the work of Dermeval Saviani, Newton Duarte and Lígia Márcia Martins. In the more general context of the grounds, the works of Karl Marx and György Lukács were taken as main references. The conceptualization of the educational activity as work was justified because of its character of mediating activity that acts on the human nature aiming at the intentional production of the humanity in the individuals. To achieve this purpose, the discussion about teleology and chance and its relation with educational work was carried out. Analyzing how the causal processes of human relations have a dialectical relationship with the teleological action developed in the educational work, especially in the formation of higher psychological functions and by the intentional domination of the signs in the action of the instrumental act. It is concluded that school education plays a fundamental role because it is through it that human beings have the possibility to develop their maximum capacities and possibilities. Only our everyday social relations will account for our formation as social beings; however, what historical-critical pedagogy advocates is the possibility of the development of the highest human capacities, and these are not immediately available in our daily relations and must be teleological produced by human beings so that we can have access to them. In analyzing work as a founding category of social being, we sought to understand how the dialectical relation of human action to nature occurs and why this relationship is fundamental for understanding the social development of human nature. In analyzing the relationship between educational work and human nature, a deeper understanding of the ontological foundations of historical-critical pedagogy was possible, understanding the limits of educational activity in capitalist social relations and their possibilities of becoming a proposition of a pedagogical theory that understands dialectically the relationship between education and society, as well as its specificity as a space that, by directly promoting the maximum development of individuals, contributes indirectly to the transformation of social bases.
The aim of this thesis was to analyze the ontological foundations of educational work through the study of work as mediation between human being and nature, taking as object the concept of educational work proposed by Dermeval Saviani and advocated by historical-critical pedagogy. In order to understand the educational work, in the historical-critical perspective, it is necessary to understand Marx's historical-dialectical method; however, in addition to the Marxian texts, Lukács and ontology sought this deepening of teleology, work and human nature. This was a theoretical work based on the historical-dialectical method, which used the technique of bibliographical research considering as reference the main authors of historicalcritical pedagogy, especially the work of Dermeval Saviani, Newton Duarte and Lígia Márcia Martins. In the more general context of the grounds, the works of Karl Marx and György Lukács were taken as main references. The conceptualization of the educational activity as work was justified because of its character of mediating activity that acts on the human nature aiming at the intentional production of the humanity in the individuals. To achieve this purpose, the discussion about teleology and chance and its relation with educational work was carried out. Analyzing how the causal processes of human relations have a dialectical relationship with the teleological action developed in the educational work, especially in the formation of higher psychological functions and by the intentional domination of the signs in the action of the instrumental act. It is concluded that school education plays a fundamental role because it is through it that human beings have the possibility to develop their maximum capacities and possibilities. Only our everyday social relations will account for our formation as social beings; however, what historical-critical pedagogy advocates is the possibility of the development of the highest human capacities, and these are not immediately available in our daily relations and must be teleological produced by human beings so that we can have access to them. In analyzing work as a founding category of social being, we sought to understand how the dialectical relation of human action to nature occurs and why this relationship is fundamental for understanding the social development of human nature. In analyzing the relationship between educational work and human nature, a deeper understanding of the ontological foundations of historical-critical pedagogy was possible, understanding the limits of educational activity in capitalist social relations and their possibilities of becoming a proposition of a pedagogical theory that understands dialectically the relationship between education and society, as well as its specificity as a space that, by directly promoting the maximum development of individuals, contributes indirectly to the transformation of social bases.
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Palavras-chave
Pedagogia histórico-crítica, Trabalho educativo, Natureza humana, Ontologia, Historical-critical pedagogy, Educational work, Human nature, Ontology