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.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7283 |
| Date | 24 February 2017 |
| Creators | Savi Neto, Pedro Savi |
| Contributors | De la Fare, M?nica, Hermann, Nadja |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, 600, -6557531471218110192, -240345818910352367, 2075167498588264571, -2555911436985713659 |
Page generated in 0.0024 seconds