The catharsis as a concept in didactics from the perspective of the historicalcritical pedagogy
Analyzing the didactic method of historical-critical pedagogy, the Brazilian educator Dermeval Saviani, defines catharsis as the culmination of the educative process. This paper explores the importance of catharsis to Didactics in that pedagogical perspective, taking the studies of György Lukács (18...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Pro-Posições (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8656737 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656737 |
| Access Level: | acceso abierto |
| Palabra clave: | Catharsis Didactics Historical-critical pedagogy György Lukács Antonio Gramsci Catarse Pedagogia histórico-crítica Didática |
| Sumario: | Analyzing the didactic method of historical-critical pedagogy, the Brazilian educator Dermeval Saviani, defines catharsis as the culmination of the educative process. This paper explores the importance of catharsis to Didactics in that pedagogical perspective, taking the studies of György Lukács (1885-1971) and Antônio Gramsci (1891-1937) in that category as theoretical references. Catharsis is understood here as a qualitative leap in the process of expansion and enrichment of relations between individual subjectivity and social-cultural objectivity. It is, at the same time, an intellectual, emotional, educational, political and ethical transformation, that changes the worldview of the individuals and their relations with their own life, society and humankind. |
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