Ideas to a pedagogy of deconstruction: deployment of Martin Heidegger ontology / Idéias para uma pedagogia da desconstrução: desdobramentos da ontologia de Martin Heidegger

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The aim of this thesis is to propose some ideas supporting what we refer to as "Deconstruction Teaching", arising from Martin Heideggers 1927 work on basic ontology (Being and Time) and other publications as of 1930, marking the turning point (die Kehre) in his thinking. For Heidegger, the meaning of the term deconstruction (Ab-Bau) or destruction (Detruktion) is associated with a characteristic Western manner of thinking, known as metaphysical thinking, a concept originally identified by Plato. This manner of thinking is reinforced through the objective interpretation of the being of being (Vorhandenheit), an approach whereby metaphysics ignores the world phenomenon, and remaines mired in the theoretical view model. The meaning of deconstruction becomes aligned with the attempt to recover the ontological difference between being and the being and, thus, deconstructs the objective interpretation of allocating the being of the beings, to meditate on the meaning of the being and revisiting (An-denken) metaphysical thought, in order to reveal that which was not considered by education based on these metaphysical conclusions. The manner of metaphysical thinking reached the peak of its capacity in our own times, the twentieth and twenty-first centuries. It was exercised by two phenomena, science and modern techniques, which themselves imposed a way of being and of thinking of whose consequences Heidegger strove to warn us in key talks given after 1930. This way of thinking, led by the efficient techniques and logistics of the markets, binds us into pseudo-proximity with things and with others, among other symptoms that thrust us into a dark and dense night, blinding us to the world. We can witness this obscured world through some of the symptoms of our time. Examples are the reduction of humans to their lowest common denominator, the exodus of the gods, the devastation of the earth, the annihilation of the thing, in addition to modern techniques, whose essence has hardened into dispute, man provoking nature. It is thanks to Heideggers warnings which we ourselves have also witnessed, that we decided to present some ideas that could steer teaching, in its anxiety to place some counterpoints to todays imperatives. We are aware of the limits of this project in accordance with Heideggers views on the limits of our performance in relation to metaphysics, and propose some minor solutions that arose in the attempt to redeem the vigor of a thinking process developed in the space between to be and to think, of "leading forth" (ex-ducere) being in the direction of self-knowledge and to return to a relationship with what is real, based on poiesis. In other words, through a language and through action involving bringing to light what is realized by the essence of truth, understood as being the freedom to cease being the being. It is in this very environment of poiesis that mans thoughts and actions can deconstruct the manner of revealing the being of the beings, dominated by a thought whose configuration (Gestell) submits such things to that trinity of exploration, production, and consumption. The environment of poesis in Heidegger was inspired by the poet Hölderlin and it is with him that the possibility of another relationship with reality is born, one whose ontological models exercise a counterpoint to this configuration. These models are part of what Heidegger defines as the "quadrinity", formed by the reflection of three different aspects of the being: earth, heaven, the gods, and mortals.

ASSUNTO(S)

heidegger pensamento metafísico deconstruction pedagogy pós-metafísica pedagogia fenomenologia destruction destruição educação education post-methaphysics desconstrução

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