Jean-Paul Sartre: a imaginação como modo de existir e de educar
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Data
2019-04-22
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Universidade Federal de Goiás
Resumo
In this thesis, we intend to understand Jean Paul Sartre's thinking and his relation to education,
understanding it as a phenomenon, which carries out itself through informal social manifestations
and formal institutionalized social manifestations, planned and articulated among themselves.
These actions turn towards an purpose, which is exactly the meaning of the educational act. To
understand this relationship, it is necessary to be clear how some fundamental concepts of Sartre's
theory, such as consciousness, intentionality, imagination and freedom, are constituted. In the
exercise of thinking, with Sartre, education, which is a denial of adequacy and conformity,
proposes the formation of the engaged man, responsible for his actions in the world, from three
dimensions: language, creation and ethical commitment , open possibilities of free and imagining
consciousness. Freedom is a condition of the consciousness that imagines, creates, communicates,
realizes, chooses, feels and acts in the world. Therefore, education is an attitude of freedom, of
disposition, of openness to the world, to the new, to the nonexistent. It is the creation of meanings
in the understanding and knowledge of the real, constant search for overcoming what is stated,
instituted. The imaginary, which is transcendent, free to recompose and reinvent the real in a
critical attitude to human condition, is an indispensable act for the formation of the free man,
engaged in the project of being.
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Palavras-chave
Intencionalidade , Imaginação , Liberdade , Engajamento , Educação , Intentionality , Imagination , Freedom , Engagement , Education
Citação
ALMEIDA, Liliane Barros de. Jean-Paul Sartre: a imaginação como modo de existir e de educar. 2019. 158 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.