Psicogênese da empatia: educação, autoconhecimento e reconhecimento do outro

Abstract

This thesis defends the perspective of the psychogenesis of empathy that projects the construction of a particular kind of awareness of oneself and of the world, where the process of narrating oneself and listening to the other are responsible for the creation of a field of struggle for recognition. The work was produced along the line of research Cultures, Languages and Technologies in Education, PPGEDU / UNILASALLE and linked to the Nucleus of Studies on Technologies in Education (NETE / CNPq). To speak of empathy and to contextualize it is not an easy task because it reveals one's own life history and its marks that are recurringly from the subjectivity and the intimacy of others. In view of this, we launched the following question: Is it possible to teach students to become self-aware as historical subjects and, at the same time, to realize the dialectical movement of recognizing each other, constructing notions of empathy? Thus, we think through the manifestation of narratives of self and the other and we launch the possibility of a psychogenesis of empathy. The proposition of a psychogenesis of empathy: education, self-knowledge and recognition of the other takes as a methodological design the Research-Action, in order to give visibility to the collective spaces of interaction, learning and listening with the students. The research problem is formulated in the following terms: how does one give a psychogenesis of empathy among Technical Education students, and what is the relationship with the narrative processes of oneself and listening to the other in educational spaces? Its main objective is to describe a psychogenesis of empathy, based on the analysis of contextualized and mediating educational practices, involving narratives of oneself and listening to the other. The theoretical framework is basically based on Jürgen Habermas' Theory of Communicative Action, Genetic Epistemology, Jean Piaget (concomitant with the studies of Emilia Ferreiro and Alicia Fernandez, reasearchs of piagetian theory), Paulo Freire's Liberation Pedagogy, and Axel Honneth's Theory of Recognition and in (self) biographical studies, as Maria Helena Abrahão, Marie-Cristine Josso, and Delory Momberger. The development of a research in education through pedagogical work, involving a psychogenesis between narrating and listening to the other, requires the search for a social focus research as a possibility of cultural formation reinvention as the action of subjects with knowledge, arts and practices in the world. After all, can school experiences of student-teacher meetings promote self-knowledge and recognition of the other? We conclude that through a psychogenesis of empathy the construction of the notios of empathy, such in education there emerges a screen of projection of social imaginaries, with consolidating elements of interpersonal relations, visibility of actions and feelings, above all, in the perspective of a competent noun and a reflective validity vital, which extends the perspectives of familiarity and freedom with the other, resulting in mutual improvement and sensitive to the field of education.