Navegando por Assunto "Universalismo cultural"

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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.