O papel da emotividade no ensino de filosofia: um estudo a partir de Martin Heidegger a Michel Henry

Abstract

This article aims to present and highlight the importance of emotionality in teaching philosophy. The study of emotionality arises because of the need to explore the fertile fields of affection related to being in the world, which will require us, in the first instance, to make a theoretical foundation of such a question, namely the vision of the "affectivity" in traditional authors of philosophy. In this way, we use two authors which will serve as a solid basis for the research. They are Martin Heidegger and Michel Henry. In this sense, through the term Dasein, brought to light by Heidegger, we begin to analyze the being in the world; according to the philosopher, Dasein in the world will be the main means of access to affectivity, for Dasein "being-there" becomes involved with the world through the emotional dispositions which make it capable of feeling, creating and desiring. Already Michel Henry intends to take a leap forward in this affective purpose and magnifies the discussion, while he presents the phenomenology of life. In this sense, his proposal is to present life as a means of accessing all things through self-affectation, thus bringing human existence as an experience to the world. Both Heidegger and Michel Henry want to demonstrate that affectivity is related to being, which demonstrates and affirms that affective relationships call the mode of being "being" in the world. This leads us to emphasize its importance for teaching philosophy, where it is necessary to insert and develop it in the curriculum, where it can stand out in relation to the traditional way of being presented, giving a new meaning to teaching, based on the needs of the students.