Hegel, dialetica, educação : sobre a contribuição da dialetica hegeliana para a praxis educativa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

In this thesis we present the singular educative immanence of the Hegelian dialectics, not only as cultural formation (Biidung) bul also as pedagogic one (Erziehung). In short: education is a dialectic act -- this is the final conclusion. The apprehension of this conclusion requires two conceptual requests: a) the reasonable understanding of the nucleus of the Hegelian dialectic system, and b) the onception of Man as a being of freedom and conscience, since that nucleus. It is aimed, then, to explain the nature of that dialectics as movement of negativity rooted in the primary contradiction hnitude-infinitude, intrinsic to thinking, which establishes its logos -- not as abstract logic of things, fixed meaning that it is not, but as logic of the concrete of things, live significance, forms of freedom and conscience of the subject in fieri. It follows that the progression of the resulting contradictions is historic itinerary, which overcomes and forms conscience for self-consciousness through alterity -- considering in these processes the educative immanence of dialectics, accomplishing itself in history and accomplishing history.

ASSUNTO(S)

praxis (filosofia) imanencia (filosofia) educação dialetica

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