A arte de filosofar o mundo: a arte trágica como despertar da experiência reflexiva na EJA

Abstract

In the trails of reflection and creation, this work stands as a lighthouse to illuminate the horizons of Youth and Adult Education (EJA) in Amazonas. The essence of its journey is to provide a reflective experience through art, specifically tragic art, imbued in Nietzsche’s philosophy, which proposes paths for an aesthetic formation of existence. At the epicenter of this search, an art-philosophical workshop of analysis of theatrical texts is drawn. It is an invitation for the learners to dive into the depths of philosophical thought. Through it, it is intended to examine whether the process of adaptation of the Greek tragedy “The Bacchae”, carried out in 2013, can ignite reflections on the intricate human dilemmas on the stage of the world. Here, art rises as a bridge to philosophical thought, becoming the road that leads to the cultivation of oneself, promoting the flourishing of a poetic and critical education. The objectives unfold as threads that weave the carpet of learning: art as a means of philosophizing, reflection on existence, construction of a didactic material to inspire teachers. The methodology of this odyssey is hermeneutics, which, like a breath of life, inflates meanings in words and works of art. Divided into two parts, the theoretical-critical research, anchored in Nietzsche’s philosophy, reveals tragic art as a portal for the affirmation of existence, inciting the philosophical thought of the learners. The second part, practical-propositional, unveils the process of analysis and adaptation of “The Bacchae” (2013) through the written and visual expressions of the participants. The purpose of this work echoes in its relevance, as it brings with it the light for an education that seeks answers amid the shadows of existential meaninglessness and silence in learning. It carries the belief that art and philosophy can be the architects of an educational project that drives the reflective experience of the learners. The result of this epic reveals that, yes, art can be the spark for the aesthetic formation of existence. The journey of the objectives is successful: the adaptation of “The Bacchae” ignites deep reflections on human dilemmas, art as a means of philosophizing is a possibility of nourishing the “cultivation of oneself” of the students, and a precious didactic material emerges to inspire the teachers in their mission of provoking philosophical thought. And so, in the pages of this work, Nietzsche’s wisdom and the magic of art and philosophy intertwine, providing educators with a compass to navigate the seas of education towards horizons of authenticity and growth.