Navegando por Assunto "Humanismo"

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Acesso aberto (Open Access)
Da epistemologia moderna à epistemologia complexa de Edgar Morin: repercussões sobre o humanismo
(Universidade Federal do Pará, 2022-03-03) MONTEIRO NETO, Benedito da Conceição; NUNES, Antônio Sérgio da Costa; http://lattes.cnpq.br/2937593233363602; SOUZA, Luís Eduardo Ramos de; http://lattes.cnpq.br/7892900979434696
Our objective, in the present work, is dedicated to demonstrating the main epistemological elements of the complexity elaborated by Edgar Morin in general contrast with the principles of the modern method of Descartes. We start from the following guiding questions: how does the passage from modern ordered knowledge to complex organized knowledge occur and how does this knowledge culminate in a conception of humanism? The hypothesis we defend is that Morin's principles of complexity are exposed as a critical dialogue about the limitations of the modern method, pointing out how the last one has an ambivalent impact on science and society under the name of degenerate humanism and a regenerated humanism. Methodologically, we discuss, firstly, the conception of science and method in modernity, starting with the arguments that precede and formulate the organization of a quantitative method of knowledge, having as a central axis the contributions of Descartes in his main works (1952). The second part of the text turns to the conception of science and method according to the contributions of the epistemology of complexity, proposed by Edgar Morin (1996, 2011, 2015, 2016), where we present the main intelligibilities of his theory: the dialogic principle, the recursive principle, the hologrammatic principle. In the third and last part of the text, we compare complex thinking and modernity based on the concept of humanism. Initially, we expose the reading of modernity by complexity, highlighting the category of rationalization. Then, we explain how the modern method has repercussions in contemporary times with the advent of the action ecology. Finally, we present a reconstruction of an alternative method and knowledge, capable of dealing with uncertainties, culminating in the proposal of a regeneration of humanism.
Acesso aberto (Open Access)
Uma ideia de educação em Benedito Nunes: humanismo, autodidatismo e universalismo cultural
(Universidade Federal do Pará, 2018-02-28) BELO, Geovane Silva; ARAUJO, Sonia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This thesis text analyzes the idea of Education in the context of Benedito Nunes' thinking, based on his itinerary and his speeches, especially on education. In this analysis, they relate to their intellectual trajectory, their engagement, the formation and the discursive positions, highlighting in the latter the interdiscourses. The theoretical-methodological basis used was based on Intellectual History and Discourse Analysis, according to Maingueneau, Foucault and Bakhtin. The corpus for analysis was composed of 7 (seven) texts by Benedito Nunes, namely: Discourse on the fifth anniversary of the Faculty of Philosophy, Sciences and Letters (1960); A concept of culture (1973); The hope in Education (s / d); Almost a lesson plan (1998); University and Regionalism (1999); University and Brazilian Identity (2007); Thank you for receiving the title of Doctor Honoris Causa by the University of the Amazon (2009). Other product texts of Benedito Nunes were also chosen, potentially interdiscursive, capable of giving more depth to his idea of education. The objective of this work is to "understand the idea of education in Benedito Nunes, based on Discourse Analysis, with reference to the intellectual trajectory of the teacher-thinker and discursive practices produced by him, especially linked to the field of education." The research questions are: 1. What understanding does a philosopher, teacher-thinker, of Benedito Nunes' 'wingspan' have of education? 2. How can this understanding contribute to a deeper conception of the idea of education, especially of the university? The results demonstrate that Professor Benedito Nunes builds an idea of education in which the transmission of culture and knowledge base the teaching activity, for him education consists of practices that should not be restricted to technicalism and utilitarianism. The thinker writes essays, in which he emphasizes the university view from the emphasis on the humanities as capable of forming a "university spirit" in which a broad humanism enables an ethical and universal formation. Teaching-learning is also driven by intersubjective relations with the generations, with the local intelligentsia, and becomes the statute of self-taught knowledge construction. The discursive practices of Benedito Nunes reveal an ethos, an image of himself, so the idea of education is close to the notion of general, literate culture, in which the regional is universalized. The trajectory of the teacher-thinker Benedito Nunes presents this meaning as philosophical studies, the production of essays, the interpretation of the culture and the artistic appreciation, in discursive places and in the academic activities, indicate a formation and a privileged positioning. Philosophical life and teaching practice fit together. In the end, the thesis defended is that Benedito Nunes's humanism occupies the centrality of his idea of education, which depends on an essentialist view of culture, even though it is sometimes crossed by a historical-critical perspective. The university is the place of transmission of culture, based on the lofty idea of universal knowledge.