Subjetividade no antropoceno: alienação e formação omnilateral
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Data
2019-03-27
Autores
Oliveira, Douglas Gomes Nalini de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Uma abordagem ontológica do ser social encontra a unidade entre lógica, teoria do conhecimento e dialética em termos materiais. Contrária a uma tradicional separação entre natureza e sociedade, implica em uma leitura histórica das relações sociais e um tratamento das representações subjetivas em termos da práxis, como conceito filosófico da atividade prática que considera primordialmente suas intrincadas e múltiplas manifestações reflexivas. Tem a atividade do trabalho como categoria central de análise por sua potencialidade transformadora e reconhece a contradição, imanente a qualquer fenômeno, como o motor que permite mudanças qualitativas na sociedade. Investiga-se, sobre esta perspectiva e nos modos da educação atual, as possibilidades de superação dos problemas ambientais, que têm como representação o conceito de Antropoceno. Destaca-se a importância da problemática ecológica no Brasil à luz deste conceito, vislumbrando o processo de desenvolvimento produtivo no país, principalmente a partir da mudança do eixo econômico do modelo agrário-exportador para o urbano-industrial, com a construção dos grandes centros comerciais e o consecutivo aumento do trabalho manifesto como trabalho abstrato (compreendido como mercadoria). A escola pública ganha espaço na agenda nacional durante este período, colégios são criados para preparar esta população que precisava ser melhor instruída para este novo tipo de trabalho que a indústria e a cidade exigiam. Com o processo de globalização acelerada nos últimos dois séculos, surge a problemática do desenvolvimento e do consequente subdesenvolvimento, que exprime a teoria que procura homogeneizar o processo econômico nos países pobres, que deveriam seguir os passos dos países ricos e desenvolvidos, favorecendo desta forma a permanência de determinada compreensão acerca dos processos naturais e o impacto sobre a biosfera estritamente antropocêntrica e eurocêntrica, estabelecendo-se uma relação alienada em que a pessoa não se identifica com sua prática diária e, por conseguinte, se vê estranha ao mundo que a cerca. Outro efeito deste processo é o desenvolvimento de uma visão fragmentada de mundo, que dificulta a análise das questões ambientais em suas características sistêmicas. Examina-se, portanto, as análises realizadas sobre o conceito de alienação e suas manifestações no âmbito formativo, estabelecendo a relação entre subjetividade e formação. Deste modo, somente uma modificação profunda nas relações formativas poderia reverter a crise ambiental, com o estímulo de uma educação diferenciada, integrada ou omnilateral. Somente uma escola disposta a oferecer uma abordagem complexificada da realidade, que promova um estilo de formação intelectual, técnica e corporal, ou seja, multifuncional e interdisciplinar, não especializada, fragmentada e unilateralizada, pode ajudar na discussão sobre um desenvolvimento econômico pautado em bases mais racionais.
An ontological approach to social being finds the unity between logic, theory of knowledge and dialectic in material terms. Contrary to a traditional separation between nature and society, implies a historical reading of social relations and a treatment of subjective representations in terms of praxis, as a philosophical concept of practical activity that considers primarily its intricate and multiple reflective manifestations. It has the activity of labor as the central category of analysis for its transforming potentiality, and recognizes the contradiction, immanent to any phenomenon, as the motor that allows qualitative changes in society. It is investigated, on this perspective and in the modes of the present education, the possibilities of overcoming the problems of the environmental, which has as representation the concept of anthropocene. It is important to highlight the importance of the ecological problem in Brazil, in light of this concept, looking at the process of productive development in the country, mainly from the economic axis of the agrarian-export model to the urban-industrial model, with the construction of large centers and the consequent increase of labor manifest as abstract labor (understood as commodity). The public school gained space on the national agenda during this period, colleges were created to prepare this population who needed to be better educated for this new type of work that the industry and the city demanded. With the globalization process accelerated in the last two centuries, the problem of development and consequent underdevelopment arises, which expresses the theory that seeks to homogenize the economic process in poor countries, which should follow in the footsteps of rich and developed countries, thus favoring permanence of a certain understanding about natural processes and our impact on the strictly anthropocentric and Eurocentric biosphere, establishing an alienated relationship in the person does not identify with his daily practice and therefore finds himself alien to the world around him. Another effect of this process is the development of a fragmented world view, which makes it difficult to analyze environmental issues in their systemic characteristics. Therefore, the analyzes carried out on the concept of alienation and its manifestations in the formative sphere are examined, establishing the relation between subjectivity and training. In this way, only a profound change in the formative relations could reverse the environmental crisis, with the stimulation of a differentiated, integrated, or omnilateral education. Only a school willing to offer a complex approach to reality that promotes a style of intellectual, technical, and bodily training, ie multifunctional and interdisciplinary, non-specialized, fragmented and unilateralised, can help in the discussion of economic development based on more rational bases.
An ontological approach to social being finds the unity between logic, theory of knowledge and dialectic in material terms. Contrary to a traditional separation between nature and society, implies a historical reading of social relations and a treatment of subjective representations in terms of praxis, as a philosophical concept of practical activity that considers primarily its intricate and multiple reflective manifestations. It has the activity of labor as the central category of analysis for its transforming potentiality, and recognizes the contradiction, immanent to any phenomenon, as the motor that allows qualitative changes in society. It is investigated, on this perspective and in the modes of the present education, the possibilities of overcoming the problems of the environmental, which has as representation the concept of anthropocene. It is important to highlight the importance of the ecological problem in Brazil, in light of this concept, looking at the process of productive development in the country, mainly from the economic axis of the agrarian-export model to the urban-industrial model, with the construction of large centers and the consequent increase of labor manifest as abstract labor (understood as commodity). The public school gained space on the national agenda during this period, colleges were created to prepare this population who needed to be better educated for this new type of work that the industry and the city demanded. With the globalization process accelerated in the last two centuries, the problem of development and consequent underdevelopment arises, which expresses the theory that seeks to homogenize the economic process in poor countries, which should follow in the footsteps of rich and developed countries, thus favoring permanence of a certain understanding about natural processes and our impact on the strictly anthropocentric and Eurocentric biosphere, establishing an alienated relationship in the person does not identify with his daily practice and therefore finds himself alien to the world around him. Another effect of this process is the development of a fragmented world view, which makes it difficult to analyze environmental issues in their systemic characteristics. Therefore, the analyzes carried out on the concept of alienation and its manifestations in the formative sphere are examined, establishing the relation between subjectivity and training. In this way, only a profound change in the formative relations could reverse the environmental crisis, with the stimulation of a differentiated, integrated, or omnilateral education. Only a school willing to offer a complex approach to reality that promotes a style of intellectual, technical, and bodily training, ie multifunctional and interdisciplinary, non-specialized, fragmented and unilateralised, can help in the discussion of economic development based on more rational bases.
Descrição
Palavras-chave
Antropoceno, Ontologia social, Formação omnilateral, Anthropocene, Social ontology, Omnilateral formation