Resumo

BARREIRA, Marcelo. Albert Camus’ The Myth of Sisyphus and its relevance in teaching-learning process of Philosophy. Conjectura: filos. e Educ. [online]. 2019, vol.24, e019015.  Epub 31-Jul-2020. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v24.e019015.

The article praises the pedagogical relevance of Albert Camus’ philosophy of meaninglessness, especially on The Myth of Sisyphus. The argumentative axis follows the last sentence of this book: “One has to imagine Sisyphus happy.” The certainty of existence and the strangeness of being inside in a catastrophic scenario, without hope, arouses in students, chiefly of the public school system, a “feeling of absurdity”, but this state of affairs is not to be seen as a curse. Freedom paradoxically comes when one assumes the absurd as a means of affirm life, against physical and philosophical suicides, making Sisyphus the “absurd hero.” Camus attributes to Søren Kierkegaard’s thought the proposal of philosophical suicide, which would be an intellectual sacrifice through the leap of faith because he understands the happiness only can be found in eternal life as an overcoming and cure of the deadly disease of despair. The dialectical effort of self-reflection of the consciousness between the finite and the infinite makes infinite resignation a preparation for the leap of faith. For our author, however, the worst evil is not to have suffered despair, because it is departing from him that the absurd, as an existential power, is imaginatively transformed into a “metaphysical revolt” - a position to be developed in the teaching-learning process on Philosophy.

Palavras-chave : Albert Camus; Absurd; Imagination; Teaching of Philosophy.

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