Banca de QUALIFICAÇÃO: DARLAN DO NASCIMENTO LOURENCO

CRISIS OF NARRATIVE EXPERIENCE: FOR A PEDAGOGY AGAINST HISTORICAL AND EMANCIPATORY

Experience; Training; History; Narration; Walter Benjamin

The present study aims to problematize and understand how what we will call the crisis of narrative experience occurred and how it influences the formative processes. Especially in the scenario that involves the developments of contemporary capitalist society, whose formative foundation is supported by an uncritical and technical formation, aimed at preparing productive bodies to serve the capital machine. That said, we set out our research problem, focused on how to restore the formative meaning of the narrative experience lost with the advancement of technical knowledge, information and the dehumanization of individuals subjected to a culture of expropriation of work and loss of personal and collective identity? Therefore, we will take as our primary reference the theoretical contributions of the German thinker Walter Benjamin (1892-1940). Knowing that this author developed, throughout his life, a sophisticated theory around experience that marks, above all, a sharp criticism of how the formative processes arising from the spirit of Modernity collaborated for the implementation of forms of knowledge very distant from that which could enable the emancipation of the subject, as the modern project intended. So that reason, responsible for leading human beings and society to enlightenment, became an instrument of domination of man and nature itself. And being used as a means to obtain well-defined purposes aligned with the interests of the dominant economic classes and the capital enterprise, the idea of rationality assumes the status of an instrument that finds in technique the means to achieve its desires.

In this context, it is possible to see that the construction of societies constituted by subjects who will be subjected to the expropriating logic of the capital company and deprived, for the most part, of their individual and collective identities, proves to be a motivating point to propose a way of seeing new possibilities. for the educational sphere. What in this study we will call Pedagogy against the historical and emancipatory grain. From this perspective, we will share the conception of History developed by Benjamin since we understand that it is very coherent with the proposal launched here. Certain that just as it is necessary to review history as a decisive moment in which it is possible to give voice to those who were silenced by the discourse of the victors' official historiography, as the Berlin philosopher states, it is imperative to review the formative processes as a medium capable of reconciling man's relationship with the world and with other subjects inserted in the societal context, in its most varied expressive forms. It is not limited, therefore, to a willingness to dominate and prepare qualified labor to meet the demands of production lines and the most nebulous interests of the capitalist system. The methodology adopted for the development of this study will be through theoretical investigative research of a bibliographic nature, with qualitative content and based on the dialectical method.