The medusa-school: the look of the other and education in Jean-Paul Sartre

Authors

DOI:

https://doi.org/10.5902/1984644427425

Keywords:

Ontology of the Look, Being-for-others, Intersubjectivity

Abstract

We investigated the ontology of look proposed by Jean-Paul Sartre in his book Being and Nothingness: An Essay on Phenomenological Ontology, published in 1943, in order to problematize intersubjective relations in particular school formation, and education in general. Approaching the Sartrian text, we demonstrate how the way of looking and being looked at is structuring of the Self and its dimension of Being-to-other. From the controversial figure of the school-medusa, referring to the ancient Greek myth of Medusa that petrified who looked directly at it, we established a dialogue between Sartre's ontology and pedagogy. From the rigorous analysis of the category of being-to-other (être-Pour-autrui) we highlight the possible relations between students and teachers in the school environment in which the intersubjective relationship occurs, or put another way, the pedagogical relationship interchangeable.The methodology used is a bibliographical search of some Sartrian texts and some of their commentators. The desired result is a collaboration around the ontology of the look within the discussions proposed by the Philosophy of Education.

Author Biography

Danilo Arnaldo Briskievicz, IFMG-Instituto Federal de Minas Gerais PUC-MG

Licenciatura em Filosofia pela Universidade Católica de Minas Gerais - PUC-MG, especialista Temas Filosóficos e Mestre em Filosofia Política pela Universidade Federal de Minas Gerais - UFMG e Doutorando em Educação pela Pontifícia Universidade Católica de Minas Gerais - PUC. Professor titular de Filosofia e Sociologia do Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais - IFMG, Santa Luzia.

References

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Published

2018-05-01

How to Cite

Briskievicz, D. A. (2018). The medusa-school: the look of the other and education in Jean-Paul Sartre. Education, 43(2), 235–246. https://doi.org/10.5902/1984644427425

Issue

Educação, v. 43, n. 2, abr./jun. 2018

Section

Continuous Demand

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