Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-18T17:40:17Z No. of bitstreams: 1 TES_PEDRO_SAVI_NETO_COMPLETO.pdf: 4757795 bytes, checksum: 749902895c149cf542941ae99bf9cf99 (MD5) / Made available in DSpace on 2017-05-18T17:40:17Z (GMT). No. of bitstreams: 1 TES_PEDRO_SAVI_NETO_COMPLETO.pdf: 4757795 bytes, checksum: 749902895c149cf542941ae99bf9cf99 (MD5) Previous issue date: 2017-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The present thesis aims at the adequate understanding of the memory duty from the categorical imperative formulated by T.W. Adorno, that events like Auschwitz mustn?t be repeated, as an educational foundation for the de-barbarization of society from its fundamental dimension: the subject. For this, the research starts from the analysis of bourgeois society as a social organization that appropriated and reinforced the logic of domination of nature to structure a society managed by economic interests and marked by the coldness in personal relations. The context in which the pedagogical character of the memory of suffering does not find its place in human development, reduced to mere training for the labor market, of two fundamental dimensions: negativity and mimesis. The research goes through the understanding of the negative moral philosophy of Adorno exposed relationally with the moral philosophy of Kant, with the purpose of explaining the type of moral conscience that must be formed by the education to resist the barbarism. Memory raised to the moral category is not confused with history; memory is related to the perspective to face history, a political position in front of history, committed to the past suffering erected to the condition of foundation to think the moral philosophy and, consequently, to define the values that humanity understands fundamental to conserve to the future generations. The constant presence of barbarism in the history of mankind is analyzed from the critique of the conception of history as progress, present in Hegel's philosophy. The educational importance of the elaboration of the past is founded with support in the work of Reyes Mate. From these theoretical-philosophical elements, the duty of memory is defended as an ethical stance and political conviction necessary to enable the construction of a just society from an education committed to an adequate understanding of the causes that have made possible so much suffering in the past and that remain present in the world to enable a different future. The thesis, then, is that the humanization of the human, understood as the main objective of the educational process, only occurs when the memory of suffering is the basis of its structuring. / A presente tese tem como objetivo a compreens?o adequada do dever de mem?ria a partir do imperativo categ?rico formulado por T.W. Adorno, de que eventos como Auschwitz n?o se repitam, como fundamento educacional para a desbarbariza??o da sociedade a partir de sua dimens?o fundamental: o sujeito. Para tanto, a pesquisa parte da an?lise da sociedade burguesa, enquanto organiza??o social que se apropriou e refor?ou a l?gica de domina??o da natureza para estruturar uma sociedade administrada pelos interesse econ?micos e marcada pela frieza nas rela??es pessoais. Contexto no qual, o car?ter pedag?gico da mem?ria do sofrimento n?o encontra lugar pelo n?o desenvolvimento na forma??o humana, reduzida a mero treinamento para o mercado de trabalho, de duas dimens?es fundamentais: negatividade e mimese. A pesquisa passa pela compreens?o da filosofia moral negativa de Adorno exposta de forma relacional com a filosofia moral de Kant, com o objetivo de explicitar o tipo de consci?ncia moral que deve ser formado pela educa??o para resistir ? barb?rie. A mem?ria elevada ? categoria moral n?o se confunde com a hist?ria; a mem?ria est? relacionada ? perspectiva para encarar a hist?ria, uma posi??o pol?tica diante da hist?ria, comprometida com o sofrimento passado erigido ? condi??o de fundamento para pensar a filosofia moral e, por consequ?ncia, definir os valores que a humanidade entende fundamentais para conservar ?s gera??es futuras. A presen?a constante da barb?rie na hist?ria da humanidade ? analisada a partir da cr?tica ? concep??o de hist?ria como progresso, presente na filosofia de Hegel. A import?ncia educacional da elabora??o do passado ? fundamentada com apoio na obra de Reyes Mate. A partir desses elementos te?rico-filos?ficos, o dever de mem?ria ? defendido como postura ?tica e convic??o pol?tica necess?ria para viabilizar a constru??o de uma sociedade justa a partir de uma educa??o comprometida com a adequada compreens?o das causas que possibilitaram tanto sofrimento no passado e que permanecem presentes no mundo para possibilitar um futuro diferente. A tese, ent?o, ? de que a humaniza??o do humano, entendida como objetivo principal do processo educacional, somente se d? quando a mem?ria do sofrimento est? na base de sua estrutura??o.