Uma análise acerca das possibilidades de uma educação para autenticidade em Martin Heidegger

Abstract

The present work, resulting from a bibliographical research through the method of content analysis, aims to think about the possibilities of education for authenticity through a perspective of teaching and learning and existential analytics in the philosophy of Heidegger. And it seeks to achieve the following objectives: To analyze the proposal of the existential analytic in Martin Heidegger; To ascertain the contributions of the Heideggerian philosophy to the understanding of the teaching and learning process; Understand the unfolding of the Sorge category to think of na education for authenticity. For these purposes, our text is organized in four (4) sections, which explains the question of being, within a certain cut, exploring the question of the sense of being and also the question of the truth of being. Through the question of truth the theme about education is approached in relation to Heidegger's analysis of the allegory of the cave in The Platonic theory of truth 1929. Still with the same intention, to seek reflections to think about education, is verified in, What is one thing? 1935/36, the redemption of the term Tá Mathemata by Heidegger, in order to discuss the learning-teach relationship. And finally, but not least, we bring the proposal to retake portions of the allegory of the cave, already analyzed by Heidegger, in order to dialogue with some categories of Heidegger's philosophy through the works Being and time 1927, What is one thing? 1935/36, The Platonic theory of truth 1929, as well as some supporting texts, aimed at thinking about the issue of learning and teaching for an authentic existence.