Abstract

TEDESCO, Anderson Luiz  and  VILAR, Jordan. The Critical Pedagogy according to Nietzsche. Conjectura: filos. e Educ. [online]. 2020, vol.25, edossie.11. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v25.dossie.11.

The purpose of the reflection is to identify aspects of an educational thought in the set of works in Nietzsche, as a perspective of selftransformation. It is defended the thesis that the educational perspective of the philosopher is critical, and presents itself as an anti-education, in that it is opposed to the traditional educational model. Having as methodological procedure the bibliographical research, the selection of texts and works that approached the theme of the education in the three phases of the thought of Nietzsche was appealed. In the first phase we considered the texts: “On the future of our educational establishments” (1872) and the “Third consideration extemporaneous: Schopenhauer as educator” (1874), in them identified aspects of an educational project in becoming in philosophy of Nietzsche, aimed at the renewal of German culture at that time. In the second phase, it is a break with Schopenhauer’s philosophy and the music of Richard Wagner as fundamental aspects of an educational project that began to inaugurate the “School of Suspicion” in the work Human Too Many, which leads Nietzsche to think of science as a counterpoint to the metaphysical way of understanding the world, he gives preference to things that are too human, that is, think of education as liberation, in the perspective of the free spirit. As a result of Nietzsche’s educational thinking, in his third phase in the work Thus spoke Zarathustra, four aspects of anti-education were identified: the teaching of solitude, the teaching of elevation, the teaching of great reason and the teaching of affirmation. It is concluded that these aspects constitute an interpretative framework that articulate the philosophical-existential lessons of a critical pedagogy in education, contrary to the Western tradition that built in its educational processes a culture of gregariousness and denial of life.

Keywords : Zarathustra; Education; Anti-education; Self-transformation.

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