TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY
TRAGEDY AND RECOGNITION IN THE FORMATIVE TRAJECTORY
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2018v27n1.33496Keywords:
Tragic knowledge, Education, Reserach-trainingAbstract
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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