Hannah Arendt e Paulo Freire: a Educação e o Compromisso com a Conservação e a Transformação do Mundo.

Abstract

In this thesis, it is noted the conservative character of education, with a view to protecting children from an early exposure to the public world and the training aimed to amor mundi. It is also pointed out the school's role in the renewal of the world, the political action of men acting together, showing love for this shared space-time. In order to make it happen, we take significant notions presented by Hannah Arendt and Paulo Freire and with the purpose of answering the question about the possibilities for an education committed to the world in the context of desertification (Arendt) or the world as a support (Freire), the themes birth/incompleteness, love and authority are investigated. Thus, the argument of this study is that education needs to be conservative, protecting children and the world. At the same time, it is up to education to promote transformation through the renewal of the world, the political action of men who act together, demonstrating the love for the world. Through bibliographical research, the study carried out the thinking of authors from a hermeneutic perspective, articulating notions of birth and incompleteness to discuss the education responsibilities upon students. In addressing the teaching authority, in Arendt's and Freire's conceptions, the question is how this is constituted and what are their implications for established relationships in the classroom. Being the authority grounded on the content domain and responsibility for the common world, the text discusses the role of training, which besides skills for the practice of teaching, must ensure that educators‟ connection with the collective school and its surroundings. Reconciliation with the world is essential, since the indifferent professional may be able to transmit information, but he is unable to educate, in the double sense of presenting and representing the world. Finally, the thesis approaches thinking, presenting the distinctions between the positions of authors referring to the relationship between thought and education, emphasizing that education passes over finding and developing skills and abilities, demanding the search for meaning and understanding, establishing singular forms of relationship with the ordinary world and with other people. Therefore, the reflections outlined in this study do not seek for new methodological proposals, but provocation to think about the responsibilities of adult generations on children and young people. These reflections lead to the conclusion that education committed to the world is traversed by factors such as reception of individuals (new and unfinished); authority exercise aimed to authorship and growth; conservation as care and protection of children and of scientific and cultural heritage of humanity; the awakening of love as commitment to the public sphere.