A imaginação narrativa e a educabilidade das emoções na formação humana em Martha Nussbaum

Abstract

This work deals with the relationship between the narrative imagination and the educability of the emotions and its implications for human formation based on Martha Nussbaum's approach. The concept of narrative imagination occupies a central place in the investigation and implies the subject's capability to develop an inner look, a prism of cosmopolitan citizenship and put itself in the place of other lives. The research problem is guided by the following question: What is the role of narrative imagination in the educability of the emotions for human formation in Martha Nussbaum? It sought to defend that, among the three pillars of Nussbaum's Socratic Pedagogy, the narrative imagination occupies a central place in relation to the subject's emotions' educability. This place results from the fact that the narrative imagination enables a broader formative dimension of the human as it enables the development of self-reflection, compassion, self-perception, respect for the differences and putting oneself in the other's place - the moral point of view. The present doctoral thesis is a theoretical-bibliographic research and adopts a hermeneutic methodological approach as a procedure of the bibliographic work. The research was structured in three steps: in the first, the concept of self-examination and world citizenship was addressed. In the second, the role of narrative imagination was explained, through the game, literature and the arts. Finally, the relationship between the narrative imagination and the educability of the emotions was articulated. It was concluded, then, that the narrative imagination, together with its elements, enables the subjects to develop the capability of self-reflection, compassion, self and olther's perception and respect for the diferences.