TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY

TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY

Authors

  • Roberto Cordeiro Sanches Graduate Program in Education at Universidade La Salle/UNILASALLE.
  • Elaine Conte Graduate Program in Education at Universidade La Salle/Unilasalle.

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2018v27n1.33496

Keywords:

Tragic knowledge, Education, Reserach-training

Abstract

The article aims to highlight and understand the role of tragic knowledge in formative experience, from the point of view of Jaspers and Ricoeur,and approaches the creative power of the tragic as a project of knowledge present in the life and work of an educator from periphery, articulating with the discussion about the role of school and its relationship with the struggle for social recognition. The interlocution of theoretical and narrative questions is inscribed in the methodological context of research-training, based on the life history.In the discussion, we analyze the impact that the tragic knowledge exerts in the (inter) subjective formation, whose challenge involves redemption or liberation, since tragedy can be overcome by the work of the human being through autopoiesis.

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Author Biographies

Roberto Cordeiro Sanches, Graduate Program in Education at Universidade La Salle/UNILASALLE.

Doctoral student of the Graduate Program in Education at La Universidade La Salle - UNILASALLE, in the line of research: Cultures, languages and technologies in education. Capes scholarship holder.

Elaine Conte, Graduate Program in Education at Universidade La Salle/Unilasalle.

PhD in Education (UFRGS). She is currently a professor in the Graduate Program in Education at La Universidade La Salle, Canoas. Leader of the NETE / UNILASALLE / CNPq group and member of the Study Group on Philosophy of Education and Teacher Training - GEFFOP / CNPq.

References

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BORNHEIM, Gerd A. Breves observações sobre o sentido e a evolução do trágico. In: BORNHEIM, Gerd A. (Org.). O sentido e a máscara. 2. ed. São Paulo: Perspectiva, 1969, p. 69-92.

BATISTA, André Nunes. Direitos Humanos e a luta por reconhecimento: o sentido filosófico dos direitos humanos e a luta por reconhecimento em Axel Honneth. In: Revista Liberdades [online], IBCCRIM, São Paulo, 2012. Disponível em: < http://www.revistaliberdades.org.br/_upload/pdf/11/artigo1.pdf> Acesso em: 14 jul. 2016.

BUNCHAFT, Maria Eugênia. Habermas e Honneth: leitores de Mead. Sociologias [online]. 2014, vol. 16, n. 36, pp. 144-179. Disponível em: http://seer.ufrgs.br/index.php/sociologias/article/view/49661/31067 Acesso em: 14 jul. 2016.

FREIRE, Paulo. Pedagogia do oprimido. 9. ed. Rio de Janeiro: Paz e Terra, 1981.

FREIRE, Paulo. Educação como prática de liberdade. Rio de Janeiro: Paz e Terra, 1975.

HAUSER, Arnold. História social da literatura e da arte. Tomo I. Trad. Walter H. Geenen. São Paulo: Mestre Jou, 1972.

HONNETH, Axel. Luta por reconhecimento: gramática moral dos conflitos sociais. São Paulo, Editora 34, 2009.

JASPERS, Karl. O trágico. Trad. Ronel Alberti da Rosa. Desterro: Ed. Nephelibata, 2004.

JASPERS, Karl. Esencia y formas de lo trágico. Buenos Aires: Editorial Sur, S.R.L., 1960.

JOSSO, Marie-Christine. Experiências de vida e formação. Natal: EDUFRN; São Paulo: Paulus, 2010.

MONTEIRO, Dulcinéa da Mata Ribeiro. Metanóia e meia idade: trevas e luz. São Paulo: Paulus, 2008.

NOLIN, Danielle. O romance de autoformação: um processo do ato criador para a invenção de si. Diálogo, identidade e alteridade no biográfico. In: PASSEGGI, Mariana da Conceição; NOBRE, Tatyana (Org.). Narrativas de formação e saberes biográficos. Natal, Edufrn; São Paulo: Paulus, 2008.

RICOEUR, Paul. Sobre o trágico. Leituras 3: Nas fronteiras da filosofia. São Paulo: Loyola, 1996.

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Published

2018-07-10

How to Cite

SANCHES, R. C.; CONTE, E. TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY: TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY. Revista Temas em Educação, [S. l.], v. 27, n. 1, p. 92–107, 2018. DOI: 10.22478/ufpb.2359-7003.2018v27n1.33496. Disponível em: https://periodicos.ufpb.br/index.php/rteo/article/view/33496. Acesso em: 19 dec. 2024.

Issue

Vol. 27 No. 1 (2018): RTE (Jan.-June)

Section

ORIGINAL SCIENTIFIC AVERAGES

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