O educador parresiasta pensado através da ética segundo Michel Foucault

Abstract

This thesis deals with Foucault's philosophy related to education. The central point of this research is the idea of the parrhesiast educator as one who speaks frankly and takes risks in his speech. In the educational sphere, we deal with the articulation of this educator with his students in maintaining an ethical and truthful communication. When we talk about ethics, we resort to Foucault in order to establish, in our reading, a discursive relationship between the educator and the student through sayings and utterances that foreshadow the subjectivity of those involved from the perspective of truth. This truth, which comes from the Greek Aletheia, is not only an unveiling, but a historical, cultural, human and educational understanding that writes and reinvents the subjectivity modes inherent to the subject. Going through this itinerary makes the educator the one who has one of the objectives of meeting alertlurgy. A way of evoking a model that is supported by the continuous questioning of the educator, in order to show himself as an “educator” by constantly taking risks in educational venues. The thesis seeks to think of this verb in the infinitive, to risk, as a methodological maneuver in which Foucault insisted so much in his last classes in the eighties of the last century – paying attention to the practices of oneself and to self-care. Such pragmatics comes from classical antiquity and late antiquity as a foundation for thinking about the man who supports himself with the truth, with the objective of dealing well with himself in order to be able to deal well with those around us. Educator and educating through the bias of a pragmatics, having the art of existence as a supporter of a radical displacement of the pedagogical record itself, that is, a recreation of the role of educator and educating through the bias of parrhesia – the constant questioning of telling the truth frankly. We had a didactic-pedagogical experience about Love in Philosophy to EJAI students in Maceió/AL. We treat this empiricism as an illustration of taking risks as an Educator in such dynamic teaching and learning. We point out that we avoid bringing a historical itinerary about EJAI in Brazil, with the purpose of not digressing to the theme of Foucault's Parrhesiast Educator. Therefore, the cognitive and affective involvement of this path in the Education of Youth, Adults and Elderly, enabled us to pragmatic articulation of knowledge and philosophy in an educational universe that is prone to and radically disposed to novelty. This level of novelty was the field of experience in front of the thought of Michel Foucault: that of promoting a historical, cultural, social, affective (self-care) vision in spaces where Psychogogy (philosopher's term) has scope to transform subjects, even if at times, in the discernment of oneself, in front of the Other of oneself – dialectical relationship par excellence.