Problematização da experiência e eticidade parrésica nos processos educativos

Abstract

The epistemological dimension of the educational processes and the practical orientation underlying Education are qualified, from an ethical perspective, to the extent that the problems theorized and the problems experienced by teachers and students are interwoven and constitute a plexus with formative and preparatory meaning to the challenges of life. To achieve the objectives of this work, a qualitative, applied and exploratory research was carried out, through the bibliographic research of Michel Fabre's works in the field of the problematization of the experience in Education, as well as the works corresponding to Michel Foucault's ethical thought, especially those dedicated to the study of Greek and Roman Antiquity in the field of self-care and ethical parrhesia. From these works that served as the initial thread of the studies, notably, The Hermeneutics of the Subject (1981-1982), The Government of Self and Others (1982-1983), The Courage of Truth: The Government of Self and Others II (1983-1984), and the lectures given at Berkeley (1983), primary and secondary historical-philosophical sources were researched that, in the ethical field, unveil diverse semantic conceptions of parresia, such as Socratic, Cynical and Plutarchian parrhesia, highlighting them to articulate this conceptual tool as an educational possibility aimed at the conception and practice of elements that induce and catalyze the problematization of experience - such as the metadiscursive categories of scream, laughter, and forgetfulness - concomitantly with the elaboration of the respective theoretical foundations that allow the pedagogical use of these irreverent means, both scarce in educational spaces and necessary against a logocentric and rarefied Education of authentic, benevolent, and courageous subjectivities in a dimension of regulatory prudence of life.