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Theses

Por uma educação liberadora : alianças conceituais entre Deleuze e Bergson

Abstract : Within the context of Gilles Deleuze critique to the dogmatic image of thought in support of the creation of other ways of grasping the meaning of what it is to think, displacements may be produced so as to ascertain productive resonances between philosophy and other forms of knowledge production. Amidst questions which impose themselves to the field of education, this thesis aims to think about the possibilities of an education marked by movements that liberate other ways of thinking and are capable of triggering processes which lead to the creation of more potent and happier ways of living. In order to achieve this, our analysis starts out with the conceptual alliance established between Gilles Deleuze and Henri Bergson, so that we may ascertain in which ways the method of intuition enables one to affirm the importance of not only the questions themselves, but also the way in which they are posed; and thus also affirm how necessary it is for a participant of an educational process to be able to raise vital questions that they may be going through. The existing differences between knowledge as a result and learning as a process lead to challenging of the notion of subject and to the affirmation of life as an ongoing creation and differentiation movement, that enable one to conceive the liberation that interests us in terms of the receptive capacity increase and of the triggering of unusual connexions. That is, to affirm our capacity to bolster the act of differing from oneself, which constitutes us, and the act of learning as an intensive operator that connects movements of organization and of creative explosion.
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Paola Sanfelice Zeppini. Por uma educação liberadora : alianças conceituais entre Deleuze e Bergson. Education. Normandie Université; Universidade estadual de Campinas. Faculdade de educação, 2017. Portuguese. ⟨NNT : 2017NORMR054⟩. ⟨tel-01697644⟩

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