Por uma pedagogia do ser-no-mundo : seria o caso de uma daseinspedagogia?

Abstract

The experiences of finitude reveal the ontological role of fundamental affects by which the individual opens up to a confrontation with his own being and with the insignificance of his own condition in the face of indeterminacy. It is a matter, in the present work, of understanding the ontological-hermeneutic condition of the experiences of finitude that dispose the way of being of the human being in the pursuit of itself. Such a condition makes it possible for the latter to be involved in authentic openness, ensured by the encounter with a self-unraveled in the original world relationship, as well as specific ways of being-in-the-world. Driven by the implications of Heidegger's existential analytics (1993) and indicative of eccentric corporeality, unfolded from the narratives of the inmate woman's way of being (SILVEIRA, 2017), and articulated in a proximity with the phenomenological-existential approach to health and psychology, it is defended, in the present thesis, that the relation between the senses opened by the limit experiences reaches new bases to thematize the human condition. In this way, the assumptions of the epistemological record marked by a self-absorbed organicity and its relationship with an appropriative-cumulative pedagogy are inverted, proposing, as an alternative and to this, a pedagogy of being-in-the-world: Daseinspedagogia. The guiding question of the investigation, therefore, lies in understanding the ontological basis existing between the experiences of finitude and the possibility of forming oneself from the situation of the inmate woman. To account for this, an investigation of an analytical-reconstructive nature is developed, developed by bibliographic bias, in which, from the Heideggerian existential analysis, the way of being of the inmate woman is presented as a fundamental way to unfold the ontic implications ontological of the existential analytics of Being and Time (1993) and its reverberation for Education. It is concluded that Daseinspedagogia can constitute a new paradigm for Education, especially because it presents itself from a pedagogical principle explained by the human condition that unravels from the pendularity of the process circumscribed by the repeated exercise of self. It is from the understanding of the human condition, relieved of a deep subjectivity towards the inside (self-absorbed), that a pendular movement that articulates the idea of training as an uninterrupted exercise of self is made explicit, unfolds as pedagogical, being reappropriated as a path formative.