| dc.description.abstract | This research establish the understanding of the concepts of mythic and divine violence in
Walter Benjamin's thinking, defending its validity in the field of Education, and, in this sense,
its necessary insertion to contribute in the process that we call teacher training. To that end,
we have brought along the contribution of authors who dialogue with Benjaminian reflection,
trying to trace a path that goes from the analysis of the concepts involved to the theme, to the
exposition of a possible new relationship of understanding between violence and education.
For this, we intend to develop a study on the phenomenon of violence, criticizing its
interpretation and instrumental use. The need for this study is justified by the actuality of the
concepts discussed here and their reverberations in society in general, and in educational
spaces in particular. The theoretical framework that will guide us is present in studies of
reference authors of the philosophy of education, such as Benjamin, Arendt, Bourdieu and
Agamben. We work, in the construction of the text, in the perspective of an approach in the
bias of philosophical hermeneutics. Almost a taboo in education, violence often remains on
the uncritical horizon of common sense: an evil in itself. We find in Benjamin a serious study
about violence (mythical/divine) where it appears as a phenomenon, and in this sense, as a
category of promising analysis to unveil misconceptions about the place of violence in
Education. Benjamin points out that this force in education lies outside the law, that is,
outside the constitution, outside of what is established by the system of laws and rules of the
State. We see in Benjamin that the concept of violence is revised, taking into account means
and ends, and in this critique, the author refers us to two types of violence: mythic violence
and divine violence. The first as justification of means and ends, at the service of the State, of
law; the second as pure manifestation, with no interest in achieving ends or justifying means.
In this reflection we intend to contribute in the dialogical and permanent process of proposing
a school that is the base and space of transition for life in society, full and citizen, no longer a
mere life (zoé) but life worth living (bios) as the Greeks taught. | |
