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Expressões e filosofia para crianças : o amor como fundamento do aprender mantanológico
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Abstract(s)
Esta dissertação se insere no âmbito da Filosofia para Crianças e das Expressões, e busca compreender como o conceito de amor pode fundamentar um aprender mantanológico. O objetivo deste trabalho é levantar pontos de reflexão em relação à questão principal mencionada anteriormente, a partir da contribuição de filósofos que pensam acerca da Educação. Diante disso, é necessário estruturar o trabalho em 3 Capítulos. No primeiro Capítulo, abordaremos o que se pode compreender por Aprender Mantanológico e como o Amor se relaciona a isto. Será imprescindível, de consequência, pensar acerca da condição filosofante da infância, sua relação com diferentes dimensões do tempo, com um eterno recomeçar. A partir disso, pensaremos o vazio como possibilidade poético-estética-ontológica e a educação que faz o educador artista em relação a esse espaço-hiato. No segundo Capítulo, refletiremos sobre o que há de inefável no ato de aprender: suas fendas, seus percursos indiretos, zigue-zagues e labirintos. Será possível enxergar o aprender como construção do sentir e de sentido? Talvez sim, percebendo como a ressignificação do tempo de vida faz parte de um caminho educativo, e como isto se dá como viagem e processo. Aprender, então, abarca a mudança como parte de um percurso. Aprende-se, muda-se e transforma-se, em silêncio, em um tempo que é, também, mistério. No terceiro Capítulo, finalmente, será enfatizada a área das Expressões (por Expressões aqui se compreendem as múltiplas e possíveis Expressões Artísticas). Escolheu-se trabalhar a Improvisação como linha geral que perpassa o campo expressivo. Improvisar torna-se, assim, um método e um modo para estar dentro do fazer educativo e também para enxergar o viver mesmo de maneira distinta. Exploraremos, então, a dimensão prática que as vivências expressivas podem assumir dentro da educação filosófica. Em suma, o problema que esta pesquisa visa a entender trata-se de como se pode conjungar o Amor à prática educativa, abordando o aprender a partir de uma perspectiva mantanológica, ao mesmo tempo em que se busca o sentido de tal perspectiva. A motivação para a escrita deste trabalho centra-se na urgente necessidade de se fazer uma educação transformadora e mais humana, que compreenda a escola para além de suas paredes, o tempo fora dos ponteiros do relógio, a infância dissociada de uma etapa, o ser humano para além de suas finitudes.
ABSTRACT: This dissertation is part of the field of study of Philosophy for Children and Expressions, and seeks to understand how the concept of love can support a mantanological learning. The objective of this work is to raise points of reflection in relation to the main question mentioned above, based on the contribution of philosophers who think about Education. Therefore, it is necessary to structure the work in 3 chapters. In the first chapter, we will discuss what can be understood by Mantanologic Learning and how Love relates to it. It will be essential, therefore, to think about the philosophical condition of childhood, its relationship with different dimensions of time, with an eternal beginning. Based on this, we will think of emptiness as a poetic-aesthetic-ontological possibility and about the education that the educator-artist does in relation to this space-in-between. In the second chapter, we will reflect on what is ineffable about the act of learning: its cracks, its indirect routes, zigzags and labyrinths. Is it possible to see learning as a construction of feeling and meaning? Maybe so, realizing how the re-signification of the time of life is part of an educational path, and how this takes place as a journey and a process. Learning, then, embraces change as part of a journey. One learns, changes and transforms, in silence, in a time that is also a mystery. In the third chapter, finally, the area of Expressions will be emphasized (by Expressions here we understand the multiple and possible Artistic Expressions). We chose to work with Improvisation as a general line that crosses the expressive field. Improvising thus becomes a method and a way to be within the educational practice, enabling to see living in a different way. We will then explore the practical dimension that expressive experiences can take within philosophical education. In short, the problem that this research aims to understand is how love can be combined with educational practice, approaching learning from a mantanological perspective, while seeking the meaning of such perspective. The motivation for writing this work is centered on the urgent need to carry out a transformative and more humane education, which understands the school beyond its walls, time outside the clockhands, childhood dissociated from a stage, being human beyond its finitudes.
ABSTRACT: This dissertation is part of the field of study of Philosophy for Children and Expressions, and seeks to understand how the concept of love can support a mantanological learning. The objective of this work is to raise points of reflection in relation to the main question mentioned above, based on the contribution of philosophers who think about Education. Therefore, it is necessary to structure the work in 3 chapters. In the first chapter, we will discuss what can be understood by Mantanologic Learning and how Love relates to it. It will be essential, therefore, to think about the philosophical condition of childhood, its relationship with different dimensions of time, with an eternal beginning. Based on this, we will think of emptiness as a poetic-aesthetic-ontological possibility and about the education that the educator-artist does in relation to this space-in-between. In the second chapter, we will reflect on what is ineffable about the act of learning: its cracks, its indirect routes, zigzags and labyrinths. Is it possible to see learning as a construction of feeling and meaning? Maybe so, realizing how the re-signification of the time of life is part of an educational path, and how this takes place as a journey and a process. Learning, then, embraces change as part of a journey. One learns, changes and transforms, in silence, in a time that is also a mystery. In the third chapter, finally, the area of Expressions will be emphasized (by Expressions here we understand the multiple and possible Artistic Expressions). We chose to work with Improvisation as a general line that crosses the expressive field. Improvising thus becomes a method and a way to be within the educational practice, enabling to see living in a different way. We will then explore the practical dimension that expressive experiences can take within philosophical education. In short, the problem that this research aims to understand is how love can be combined with educational practice, approaching learning from a mantanological perspective, while seeking the meaning of such perspective. The motivation for writing this work is centered on the urgent need to carry out a transformative and more humane education, which understands the school beyond its walls, time outside the clockhands, childhood dissociated from a stage, being human beyond its finitudes.
Description
Dissertação de Mestrado, Filosofia para Crianças, 22 de fevereiro de 2022, Universidade dos Açores.
Keywords
Educação Infantil Estética Expressão Artística Filosofia para Crianças Expressions Philosophy for Children
Citation
Variani, Marcela Frota (2022). "Expressões e filosofia para crianças: o amor como fundamento do aprender mantanológico", 90 p.. Mestrado em Filosofia para Crianças. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6603>