O sujeito da educação : possibilidades formativas da racionalidade (auto)biográfica.

Abstract

This study, of theoretical nature, had as its scope the comprehension about the subject of education and, from the critique to modern rationality, problematized the ontology of the subject of education with the intention of to propose complementary and approach with other formative possibilities by way of a rationality denominate (auto)biographical. From this, we had an announced problem that refers to the need to rescue the historicity of the theoretical-epistemological matrices of the constitution of subjects so we could open new possibilities of understanding about the research problem, delimited with the following question: What is the contribution of the (auto)biographical method for understanding education beyond the modern rationality? From this question arose the hypothesis that was built in this research: The comprehension of education subject implicit in the (auto)biographical method constitutes to (auto)biographical rationality. The approach to the theme, the research problem and their hypothesis were, in methodological terms, developed based on the hermeneutic investigative posture, what means that we assumed a way to the bibliographical study in order to oppose to the reductionism of objective reason. We assumed the idea of a hermeneutic-investigative posture in the name of dialogic that refers to the formative processes that move between the scientific and the mystical, between the enlightenment and the myth, between the objective and the subjective. The thesis has been divided into three chapters that seek to approach to the hypothesis, presenting the theoretical-conceptual elements that show us, since the mythology, the multiplicity of existential forms that can be assumed by the education subject or through the education subject. The formal conclusion, given the chronological time of doctoral training, the thesis recognizes and presents, from the dialogue between modern rationality and (auto)biographical rationality, an improvement in comprehension in the formative horizon of the subject of education of this contemporaneity. We recognize our incompleteness, and from hermeneutic-investigative inquiry, assume that the problem that we looked through this thesis cannot be closed from Kronos's perspective, and it will keep opened to other interpretations, albeit with punctual provocations and understandings.