Reflexões filosóficas acerca das violências e sua relação com os valores morais/sociais a partir do ensino de Filosofia em uma turma de Educação de Jovens e Adultos (EJA) de uma escola de Barcarena/PA

Abstract

This work aims to highlight the contribution of the teaching of Philosophy to the development of the critical analysis of students of a class of Youth and Adult Education (EJA) about the relationship between the values and the phenomena of violence that afflict their community and the school. To this end, we will first highlight the current Brazilian panorama of violence in schools with a cut of the last five years in order to highlight the increase in numbers, but also the lag in official data, which contributes to the general insecurity. Linked to this, we highlight the new modalities of contemporary violence in the light of the Philosophy of Byung-Chul Han, which defends the idea of an update of the forms of violence, in which they went from macrophysical manifestations (visible and openly expressed) to microphysical (discrete and implicit), a fact that became the foundation of general malaise and contributed to the increase in fatigue, depression, anxiety and ultimately weakens the entire social system until it culminates in the rupture of social ties that cause more violence. From this evidence, we highlight the fragility of the modern ethical ideal and the current insecurities as an obstacle in the construction of a contemporary moral horizon due to the great human dispersion and the breakdown of social affiliation. To respond to this scenario, we bring Emmanuel Lévinas and his Ethics of Alterity as a way to recover the meaning of intersubjective relations with a focus on the Other, on responsibility and on the disinterested relationship. In Lévinas, the issue of violence is found in a not only physical instance, but is a consequence of the denial of the Other as infinitely other, that is, of the understanding of the other as an object that must fit into molds created fundamentally by traditional Philosophy in order to contain it in concepts. This understanding is close to Byung-Chul Han, because in both philosophers the idea of containing the humanity of the other results in violence and moral instability. The ethics of otherness can change, if not the current concrete scenario, at least the understanding we have of the other so that greater moral sensitivity can be achieved. The research adopted a qualitative approach, through an action research, using as data collection instruments semi-structured questionnaires, classroom observations, students' written productions and analysis of letters to the teacher. As a result, the analysis revealed that students identify different forms of violence as part of their daily lives and, in many cases, reproduce discourses that naturalize these practices. After the philosophical interventions, it was possible to observe an expansion of the students' critical capacity in relation to the moral and social values that sustain these violences. The results point to the importance of teaching Philosophy as a means of provoking ethical reflections based on responsibility for the other, contributing to the formation of more conscious and active subjects.