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

Abstract

This dissertation analyzes an artistic-philosophical experience developed through the reading, discussion, and dramaturgical adaptation of the Greek tragedy The Bacchae, by Euripides, in dialogue with Friedrich Nietzsche’s tragic philosophy and Jorge Larrosa’s notion of experience. The research begins with the problem of silencing, the fragility of the word, and symbolic impoverishment in formative contexts related to Youth and Adult Education (EJA), seeking to understand how tragic art may foster reflective shifts among participants. The study adopts a qualitative, hermeneutic approach, articulating theoretical-critical investigation with the analysis of an artistic-formative practice carried out in 2013. This practice involved collective reading, conversation circles, symbolic exploration of the characters, scenic improvisations, and the development of a dramaturgical adaptation of The Bacchae. The research corpus consists of participants’ written records, photographs of the artistic-formative process, the dramaturgical adaptation, and the researcher’s reflective journal. The analysis shows that tragedy was not mobilized as an instrument of moralization, behavioral correction, or transmission of pacifying lessons, but rather as an aesthetic device capable of intensifying conflicts, affects, images, and questions about existence. In light of Nietzsche, tragic art is understood as an affirmation of life in its ambivalence, rejecting the rationalizing domestication of experience; in dialogue with Larrosa, experience is taken as that which touches, traverses, and displaces the subject, demanding elaboration through language. The results indicate that the encounter with The Bacchae fostered movements of interpretation, reactivation of the word, symbolic actualization of tragedy, and reflection on power, body, silencing, freedom, and self-creation. The dissertation concludes that tragic art may constitute a fertile philosophical-formative mediation for the teaching of philosophy in contexts linked to Youth and Adult Education, provided that its unsettling, open, and untamable force is preserved.