This dissertation considers why fantasy has been so slow to be valued in literary circles, how those conditions are changing, and the implications of these changes for the broader topic of literary value. What makes literature worthy of study? It has become commonplace to observe, on the one hand, the increasing significance and ubiquity of cultural productions, and on the other hand, the waning significance of the humanities in higher education. Literary study, in particular, has seemed to be in danger of losing the basis for its justification. Over the last several decades, critique has become one of the most popular means of justifying the study of literature, as a practice of awakening resistance to ideological forces. And yet, literature has much more to offer besides critique, such as the affirmative values of communication, integration, and well-being. This dissertation seeks to enhance the relevance of literary study by outlining ongoing revisions to literary value through interpretations of contemporary fantasy. Previously, under modernism, literary value was defined as autonomy from the marketplace. However, following the rise of postmodernism, this ontological definition of literary value became questionable, legible only as a cultural construction. Critique functions as a means of preserving the movement towards, if not the content of, ideals of autonomy. The method of critique locates value in the insights of the critic or the author who demystifies, debunks, or otherwise criticizes social and cultural structures. To the extent that literary value has become identified with the aims of critique, these practices of negation offer an apparent certainty that glosses over the fact that constructions of value continue to require acts of faith from both readers and authors. Recent shifts in literary value point towards the inclusion of affirmative practices of construction, in addition to negative practices of deconstruction. Taking up these trends, this dissertation interprets how recent fantasies work to reconstruct the grounds for faith in literary value. Since the turn of the twenty-first century, especially, fantasists have begun to experiment with new ways of combining the values of critique with the values of affirmation. A postcritical approach to fantasy re-opens avenues in academic valuing for discussing the positive, embodied elements of literary value—particularly the value of escaping into a different world in order to understand, and to cope with, one’s own world better. As a form of genre fiction involving the mode of enchantment, fantasy has long been devalued along gendered lines, criticized for its supposed positioning of readers as passively manipulated. Part One, “Recovering Enchantment,” considers how fantasists have built on the growing recognition of the role of genre as a mode of communication; through enchanted reading, both authors and readers engage in relatively passive acts of absorption, which can be constructed to be more nourishing than other acts of consumption. Building on the substance of enchantment, Part Two, “Integrating the Values of Critique and Affirmation,” interprets how recent fantasies overcome the theoretical divergence that associates critique with literary autonomy and affirmation with popular manipulations, moving towards solutions for re-enchanting literary value. The methodology emphasizes the contributions of individual texts in the context of emerging and established uses of fantastic genres. Because reading fantasy involves an encoded act of faith, this literature is particularly suited for investigating new directions in literary value, and for producing literary artifacts that both recall and progress the inquiry into what it might mean to ‘believe in books.’

The field of peace education presently remains undertheorized suffusing praxis and pedagogy as foundation within the edifices of dissembling postModernity marked within the Institute of Rationality. (Re)imag(e)(in)ing critical pedagogy in a peace education-to-come, enjoins readers/writers along a putative journey through the violence of metaphysics in the fundamental question of difference bridging chiastic ethico-philososphical terrain, reconceptualizing pedagogical endeavour in ethicus obligatus to the other towards a renewing peace literacy within academe. Peace education can reconstitute the force of community on planes of difference unfolding socialis aequitus and peace, reframing the nature of our being, self and other as the appositional realm of separation/connection. The opening of peace, as concept, ethos, through critical pedagogy in/by the fashioning of discursive forms acknowledging the semio-theoretical chain constructing human social relationality proffers a solid theoretical foundation for the field of peace education, re-tracing difference across socio-ethno-politico-historical structures. Central tenets of the evolving field of peace education are reconfigured in deontological proposition through deconstruction as precursorial project in reason affording performative discourse transversing the transcendental signified, peace, in another idiom eclipsing spatio-temporal illusion, affording diachronous affirmation and revelation in a crucial luminous snapshot within the post-conflict setting of Northern Ireland concerning fundamental matters of peace and education. Peace education as constituent element of contemporary peace knowledges and principal arena for education for peace within the unconditional university is fundamentally challenged in a commitment to peace literacy to adduce and address all interwoven questions of difference, justice, peace, and education within academe. A new beginning compels another reading in presence honouring the other and Other in ethico-philosophico-pedagogy radically questioning our individual and collective rationality in relation to understandings of human social relationality and the transperformative tenets of peace education in difference through différance, cathecting presence anew while (re)configuring academe primarily concerned with difference, peace, and social justice as discursis unfolding impossibility. Consequently, the order of phallogocentricism and its sponsoring patriarchal institution that would sublimate a discourse on/of difference in substitution, as the same irrupts in the fissure another perspectivity opening through presence, presence in meaning, presence in spatiality, presence in temporality in the impossibility of the limit.

abstract: Recent research has identified affirmation of transcendence and exposure to violent Bible verses as being related to greater prejudice toward value-violating out-groups (Blogowska & Saroglou, 2012; Shen et al., 2013). Effects of exposure to specific Bible verses on attitudes toward out-groups have not been measured in combination with the Post-Critical Belief Scale developed by Hutsebaut (1996). The relationships between exposure to scriptural endorsements of prejudice, affirmation vs. disaffirmation of transcendence, literal vs. symbolic processing of religious content, and prejudice toward value-violating out-groups were examined using an online survey administered to a sample of U.S. adults (N=283). Greater affirmation of transcendence scores were linked to greater prejudice toward atheists and homosexuals and more favorable ratings of Christians and highly religious people. Lower affirmation of transcendence scores were linked to less favorable ratings of Christians and highly religious people and more favorable ratings of atheists. Exposure to scriptural endorsements of prejudice did not have a significant effect on levels of prejudice in this study. / Dissertation/Thesis / M.S. Psychology 2013

Este trabalho dedica-se a observar quais contornos a produção acadêmica da educação de orientação pós-crítica sobre a infância, especialmente os trabalhos inspirados na obra do filósofo francês Michel Foucault, tem adquirido nos últimos anos, analisando em que medida coloca em xeque as relações de poder/saber que envolvem a infância e em que medida têm sido fiéis aos questionamentos pós-críticos. Para tanto, selecionamos artigos de periódicos científicos da educação publicados no período de 2000 a 2010, observando se os artigos possuíam referencial bibliográfico foucaultiano, se suas temáticas envolviam crianças ou a infância, se nos resumos havia referências a conceitos desenvolvidos por Michel Foucault. Na análise que procedemos, verificamos que a abordagem pós-crítica utilizada nos textos contribui para a desnaturalização de visões românticas e essencializadas a respeito da infância e das crianças e põe em evidência o caráter inventado tanto da própria infância, quanto das práticas e saberes que a ela se destinam, não havendo lugar para saberes e conhecimentos universais sobre a infância, mas para a multiplicidade de perspectivas, para a contingência dos saberes e visões sobre ela; que a escola e a pedagogia funcionaram e continuam operando como potentes máquinas na fabricação da infância e em seu governo e que os trabalhos elucidam mecanismos de poder-saber, tecnologias e aparatos que possibilitam o exercício do poder sobre os outros e sobre si mesmo, atuando na conformação e governo da infância. Assim, parece-nos que é significativa a contribuição dos textos analisados em fornecer elementos para que o campo da cultura e da educação sejam tomados como uma arena onde estão constantemente em jogo e em luta visões de mundo, representações, narrativas, significados sobre as coisas e seres do mundo e a tarefa da pesquisa e do pesquisador, entrelaçados que estão com estes elementos, seria travar uma batalha nesta arena, não em busca de estabelecer verdades a respeito da infância e sua educação, mas de interrogar constantemente a respeito das verdades estabelecidas. / This work is dedicated to observe which outlines academic production of education guidance post-critical about childhood, especially the works inspired by the French philosopher Michel Foucault, has acquired in recent years, analyzing in which measure put in check the relation of power-knowledge that involves the childhood and to what measure have been faithful to the post-critical questions. Thereunto, have selected scientific journals articles of education published in the period from 2000 to 2010, noting if the articles had Foucaults bibliographic references, if the issues involved children or childhood, if the summaries had references to the concepts developed by Michel Foucault. In the analysis, it was possible to verify that the post-critical approach utilized in the texts contribute to the unnaturalization of romantic and essentialized visions about childhood and the children and put in conspicuousness the character invented both as the own childhood as the practices and knowledge that it is destined, having no place to universal knowledge about childhood, but to the multiplicity of perspectives, for the contingency of knowledge and visions about it; that the school and pedagogy worked and keep operating as powerful machines in the manufacture of childhood and in its government and the works analyzed elucidate mechanisms of power-knowledge, technologies and tools which enable the power exercise on the others and on itself, operating in the conformation and childhoods government. It seems that a significant contribution of the analysed texts is to offer tools so that the culture and education field are gotten as an arena where are constantly in game and fight of world vision, representations, narratives, meanings about things and beings from the world and the task of the research and researcher, mixed that are with these elements, would be wage a battle in these arena, not searching for establish thruth about the childhood and their education, but of constantly question about the established thruths.

Submitted by Paulo Henrique Costa Nascimento null (paulo.hcnascimento@gmail.com) on 2018-03-22T02:54:53Z No. of bitstreams: 1 Dissertação - Paulo Nascimento.pdf: 919142 bytes, checksum: fa08bcc7da3c684740c987307d490a6a (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-22T14:48:53Z (GMT) No. of bitstreams: 1 nascimento_phc_me_mar.pdf: 919142 bytes, checksum: fa08bcc7da3c684740c987307d490a6a (MD5) / Made available in DSpace on 2018-03-22T14:48:53Z (GMT). No. of bitstreams: 1 nascimento_phc_me_mar.pdf: 919142 bytes, checksum: fa08bcc7da3c684740c987307d490a6a (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nas décadas de 1970 e 1980, os estudos na área da Administração escolar no Brasil, que formavam sua perspectiva empresarial, encontraram uma frente crítica de estudos que promoveu uma ruptura com seus fundamentos e concepções, constituindo a perspectiva democrática ou crítica de conhecimento na área, instituindo-se como o lugar de solução para os problemas educacionais e de transformação social. Porém, neste mesmo período, é possível observar os contornos de uma nova tendência que tem o cotidiano escolar como nicho de elementos que podem contribuir para construção de uma nova perspectiva na área, por meio de pesquisas de campo e de mapeamento que realizam uma ampliação das temáticas e um campo de experimentação de aplicações de processos de gestão que permitem descentralizar a ideia de que a perspectiva democrática seria lugar com a agenda dos problemas e soluções da educação. Mesmo assim, a perspectiva crítica serve como base dos estudos atuais na área, prescrevendo o que a comunidade escolar deveria fazer para realizar a gestão democrática, ou apontam o que as escolas deixam de fazer para que isso aconteça. Não estaria o próprio conhecimento na área dotado de déficits e limites de análise? Não teria a perspectiva crítica negligenciado uma crítica de si, uma autocrítica? Parte-se da hipótese de que a própria teoria da área estaria impondo uma regra de construção, que impede o conhecimento de se diferenciar e, que a perspectiva pós-crítica poderia contribuir para mapear os possíveis elementos que fariam parte desta regra de construção do conhecimento. Partindo destes pressupostos, esta pesquisa tem o objetivo de mapear os possíveis elementos contidos na história do conhecimento em Administração escolar no Brasil, que se configuraram como regra de construção e impediram um olhar crítico sobre si, por meio do método bibliográfico e dos pressupostos teórico-metodológico das teorias pós-críticas. / In the 1970‟s and the 1980‟s, the researches in Brazilian School Management‟s area, which constituted their business perspective between these decades, faced a critical line of researches that put forward a disruption in their foundations and concepts. This critical line characterizes the democratic or critical perspective of the area‟s knowledge, recognizing itself as a place to solve the educational problems and a place to contribute to social transformation. However, in this same period, it‟s possible observing the outline of a new tendency which understands the daily school activity as a place constituted by elements able to build a new perspective in the area. This new perspective take place using field researches and surveys that carry out an expansion of themes and an experimentation field of appliance of management processes which decentralized the idea the democratic perspective would be the only or the more effective possibility to solve the educational problems. Even so, the critical perspective continues being the studies bases in the area nowadays, prescribing what school community should do to implement the democratic management, or point out what schools didn‟t do to implement it. Wouldn‟t be the area‟s knowledge itself endowed with deficits and analysis limitations? Wouldn‟t have the critical perspective overlooked a critique of itself, a self-criticism? The hypothesis is the area‟s theory itself demands a construction rule preventing the variation of knowledge and the post-critic perspective can contribute to detect the probable elements which are components of this construction rule. Therefore, the goal is detect the probable elements presented in the history of School Management‟s knowledge in Brazil, which set up it as construction rule preventing a critical understand about itself, using bibliographical research and the theoretical-methodological categories present in the post-critical theories.

Este trabalho dedica-se a observar quais contornos a produção acadêmica da educação de orientação pós-crítica sobre a infância, especialmente os trabalhos inspirados na obra do filósofo francês Michel Foucault, tem adquirido nos últimos anos, analisando em que medida coloca em xeque as relações de poder/saber que envolvem a infância e em que medida têm sido fiéis aos questionamentos pós-críticos. Para tanto, selecionamos artigos de periódicos científicos da educação publicados no período de 2000 a 2010, observando se os artigos possuíam referencial bibliográfico foucaultiano, se suas temáticas envolviam crianças ou a infância, se nos resumos havia referências a conceitos desenvolvidos por Michel Foucault. Na análise que procedemos, verificamos que a abordagem pós-crítica utilizada nos textos contribui para a desnaturalização de visões românticas e essencializadas a respeito da infância e das crianças e põe em evidência o caráter inventado tanto da própria infância, quanto das práticas e saberes que a ela se destinam, não havendo lugar para saberes e conhecimentos universais sobre a infância, mas para a multiplicidade de perspectivas, para a contingência dos saberes e visões sobre ela; que a escola e a pedagogia funcionaram e continuam operando como potentes máquinas na fabricação da infância e em seu governo e que os trabalhos elucidam mecanismos de poder-saber, tecnologias e aparatos que possibilitam o exercício do poder sobre os outros e sobre si mesmo, atuando na conformação e governo da infância. Assim, parece-nos que é significativa a contribuição dos textos analisados em fornecer elementos para que o campo da cultura e da educação sejam tomados como uma arena onde estão constantemente em jogo e em luta visões de mundo, representações, narrativas, significados sobre as coisas e seres do mundo e a tarefa da pesquisa e do pesquisador, entrelaçados que estão com estes elementos, seria travar uma batalha nesta arena, não em busca de estabelecer verdades a respeito da infância e sua educação, mas de interrogar constantemente a respeito das verdades estabelecidas. / This work is dedicated to observe which outlines academic production of education guidance post-critical about childhood, especially the works inspired by the French philosopher Michel Foucault, has acquired in recent years, analyzing in which measure put in check the relation of power-knowledge that involves the childhood and to what measure have been faithful to the post-critical questions. Thereunto, have selected scientific journals articles of education published in the period from 2000 to 2010, noting if the articles had Foucaults bibliographic references, if the issues involved children or childhood, if the summaries had references to the concepts developed by Michel Foucault. In the analysis, it was possible to verify that the post-critical approach utilized in the texts contribute to the unnaturalization of romantic and essentialized visions about childhood and the children and put in conspicuousness the character invented both as the own childhood as the practices and knowledge that it is destined, having no place to universal knowledge about childhood, but to the multiplicity of perspectives, for the contingency of knowledge and visions about it; that the school and pedagogy worked and keep operating as powerful machines in the manufacture of childhood and in its government and the works analyzed elucidate mechanisms of power-knowledge, technologies and tools which enable the power exercise on the others and on itself, operating in the conformation and childhoods government. It seems that a significant contribution of the analysed texts is to offer tools so that the culture and education field are gotten as an arena where are constantly in game and fight of world vision, representations, narratives, meanings about things and beings from the world and the task of the research and researcher, mixed that are with these elements, would be wage a battle in these arena, not searching for establish thruth about the childhood and their education, but of constantly question about the established thruths.

L'Histoire de l'architecture telle que nous l'avons reçue ces dernières décennies était fortement influencée par la pensée critique et post-moderne de la seconde moitié du 20ème siècle où les raisons politiques, sociales, économiques et culturelles dominaient le système d'explication des causes et des conséquences du surgissement d'une forme, d'un style, d'un langage. Induite par un contexte d'accès massif et facile à l'énergie (celle du charbon puis du pétrole) et par les progrès de la médecine (avec l’invention des vaccins et antibiotiques), cette Histoire qui nous précède, que l'on peut qualifier de culturelle, a largement ignoré les raisons physiques, géographiques, climatiques ou bactériologiques qui ont en réalité façonné, de façon décisive, à travers les siècles, la forme architecturale, celle des bâtiments, des villes jusqu'à la décoration d'intérieur. Ma thèse intitulée « Histoire de l’architecture » met en lumière les causes naturelles, physiques, biologiques ou climatiques qui ont influencé le déroulé de l'histoire architecturale et provoqué le surgissement de ses figures, de la préhistoire à aujourd'hui. Refonder l’histoire de l’architecture sur ses données objectives, matérielles, réelles permet de comprendre comment affronter les défis environnementaux majeurs de notre siècle et mieux construire demain face à l'urgence climatique. / The History of Architecture we have received it in recent decades was strongly influenced by the critical and post-modern thinking of the second half of the 20th century, when political, social, economic and cultural reasons dominated the system of explaining the causes and consequences of the emergence of a form, a style or a language. Induced by a context of massive and easy access to energy (that of coal and then oil) and by the progress of medicine (with the invention of vaccines and antibiotics), this History that precedes us, which can be described as cultural, has largely ignored the physical, geographical, climatic or bacteriological reasons that have in reality shaped, in a decisive way, over the centuries, the architectural form, that of buildings, cities and even interior decoration. My thesis entitled "History of Architecture" highlights the natural, physical, biological or climatic causes that have influenced the course of architectural history and its figures, from prehistory to today. Reconstructing the history of architecture on its objective, material and real facts makes it possible to understand how to face the major environmental challenges of our century and better build for tomorrow in the context of the climate urgency.

O objetivo da presente pesquisa é o de configurar o lugar do pensamento na obra de Michel Foucault, de modo que se evidenciem pontos de interlocução com algumas questões educacionais contemporâneas, em particular com aquelas que questionam os pressupostos de soberania do sujeito e do conhecimento os principais eixos norteadores das teorias críticas em educação. Nesse contexto, os estudos foucaultianos acerca do poder, da resistência e da subjetivação oferecem uma oportunidade ímpar de problematização das questões da verdade e do conhecimento, apontando para a experiência do pensamento da diferença. A pesquisa busca então sustentar o princípio de que, numa perspectiva pós-crítica, a tarefa educacional poderia deslocar-se do trabalho com o conhecimento para o do pensamento. Do ponto de vista metodológico, procedeu-se à genealogia da concepção de linguagem na obra do autor e, posteriormente, à do pensamento do fora e da diferença. Tais eixos temático-conceituais são vertebradores para a condução do percurso argumentativo. Assim, foram articuladas teoricamente as relações possíveis entre os conceitos de linguagem literária, loucura, morte, ser da linguagem, limite, transgressão, dobra e subjetivação. Nas considerações finais, estabeleceu-se que a experiência do pensamento instaura-se como uma possibilidade fecunda de produção ético-política da existência, cabendo à educação os cuidados em relação à estética de si e do mundo comum. / The present research aims at outlining the role of thought in Michel Foucalts work so as to highlight aspects which dialogue with certain contemporary educacional issues, mainly the ones that refer to the principles underlying the concepts concerning the sovereignty of the subject and knowledge, namely the main axes that guide the critical theories on education. Under the scenario, the Foucaultian studies on power, resistance as well as subjectivity offer an unique opportunity of problematizing the issues of truth and knowledge, focussing on the experience of the thought of difference. Therefore, this study tries to sustain, from a post-critical perspective, the principle that the focus of the educacional task could shift from working with knowledge to working with thought. From a methodological perspective, this work departed from the genealogy of the conception of language within the work of the author to the subsequent thought of the outside as well as the difference. Such thematic and conceptual axes proved to be essential to the development of the argumentative discussion. Hence, the possible relations between the notions of literary language, madness, death, linguistic being, border, trangression, fold and subjectivity were articulated. In the final considerations, it was stablished that the experience of thought departs from a rich possibility of ethical and political production of existence, thus empowering education with the responsibility of taking care of aesthetics at both the personal and the communal world.

Michaela Polányi's Theory of Personal Knowledge (1891-1976) attempts to cope with the objections of the critical period of philosophy in which the ideals of science are set to be objectively unbiased and empirically grounded knowledge. The reason for this is the distrust of the subjectivistly conceived influence of the tradition and authority of the major research ancestors. Polanyi, however, points out that such ideals disregard the important constitutions of the knowledge of personal character, without which knowledge would not be possible. That is why it responds to these objections by trying to rehabilitate them and putting them in proper contexts. It points out the role of personal judgment that makes an intuitive estimation of the fertility of a research project within the given competencies. It highlights the role of the expertise and knowledge, which operate thanks to capturing the researcher in the tradition of the branch. And last but not least, it emphasizes the role of intellectual enthusiasm that helps the creative and original way to solve the problem. However, according to Polanyi, these constituents can perform their role properly only if the researcher establishes close contact with reality within an act he describes as contemplative submersion into the problem. This cognitive act should protect the entire cognitive process from the risk of subjective distortion. Polanyi also discovers two dimensions of knowledge. The first dimension is called tacit (unspecific). This dimension affects all cognitive processes that take place outside the apparent focal awareness of the cognitive person, yet they essentially influence the understanding of the ability to integrate in the mind of the cognitive person not only the individual elements of knowledge but also their interrelations. It helps to estimate the limits and possibilities of research. The second dimension is fiduciary-programmed knowledge, which points out that all knowledge is based on the commitment of faith to the reality of the cognitive object, to personal abilities of the cognitive person, and to the research community, and the principles of its research. It turns out that faith is not an obstacle to scientific knowledge, but a prerequisite for discovery. That is why Polanyi's theory of human knowledge is also considered in the field of the defense of the relevance of religious epistemology. Polanyi does not make the distinction between secular and religious epistemology as critics of religion. Both types of knowledge, according to him, are constituted by the same cognitive abilities that are applied in the same reality. The difference lies more in a different perspective and in the subject of interest. This thesis focuses on selected chapters of religious epistemology, where the original objections and proposals for their resolving solutions are well evident. These are, above all, the possibilities and limits of God's experience of knowledge, the role of reason and belief, and the possibilities of personal realization of knowledge within the religious tradition and the Authority Church.

O objetivo da presente pesquisa é o de configurar o lugar do pensamento na obra de Michel Foucault, de modo que se evidenciem pontos de interlocução com algumas questões educacionais contemporâneas, em particular com aquelas que questionam os pressupostos de soberania do sujeito e do conhecimento os principais eixos norteadores das teorias críticas em educação. Nesse contexto, os estudos foucaultianos acerca do poder, da resistência e da subjetivação oferecem uma oportunidade ímpar de problematização das questões da verdade e do conhecimento, apontando para a experiência do pensamento da diferença. A pesquisa busca então sustentar o princípio de que, numa perspectiva pós-crítica, a tarefa educacional poderia deslocar-se do trabalho com o conhecimento para o do pensamento. Do ponto de vista metodológico, procedeu-se à genealogia da concepção de linguagem na obra do autor e, posteriormente, à do pensamento do fora e da diferença. Tais eixos temático-conceituais são vertebradores para a condução do percurso argumentativo. Assim, foram articuladas teoricamente as relações possíveis entre os conceitos de linguagem literária, loucura, morte, ser da linguagem, limite, transgressão, dobra e subjetivação. Nas considerações finais, estabeleceu-se que a experiência do pensamento instaura-se como uma possibilidade fecunda de produção ético-política da existência, cabendo à educação os cuidados em relação à estética de si e do mundo comum. / The present research aims at outlining the role of thought in Michel Foucalts work so as to highlight aspects which dialogue with certain contemporary educacional issues, mainly the ones that refer to the principles underlying the concepts concerning the sovereignty of the subject and knowledge, namely the main axes that guide the critical theories on education. Under the scenario, the Foucaultian studies on power, resistance as well as subjectivity offer an unique opportunity of problematizing the issues of truth and knowledge, focussing on the experience of the thought of difference. Therefore, this study tries to sustain, from a post-critical perspective, the principle that the focus of the educacional task could shift from working with knowledge to working with thought. From a methodological perspective, this work departed from the genealogy of the conception of language within the work of the author to the subsequent thought of the outside as well as the difference. Such thematic and conceptual axes proved to be essential to the development of the argumentative discussion. Hence, the possible relations between the notions of literary language, madness, death, linguistic being, border, trangression, fold and subjectivity were articulated. In the final considerations, it was stablished that the experience of thought departs from a rich possibility of ethical and political production of existence, thus empowering education with the responsibility of taking care of aesthetics at both the personal and the communal world.