Sustentar a atenção, resistir com distração: ser, escola e mundo pelas veredas bergsonianas

Abstract

In dark times, it redoubles the responsibility of rescuing common sense and ensuring the maintenance of the experimental, symbolic and proper set of Being. Philosophy and Education persist together: it is necessary to think from the essences, it is urgent to persevere in sustaining the human world in the processes of school formation. This theoretical research aims at the permanent effort to take the question of being in the foreground and, with it, to defend, start and take care of the school. One must be alert and strong to ensure ways not subordinated to the instrumentalization of learning, the marketing schemes and the reductionist quantification of life. The potential of Henri Bergson's company leads us to the philosophical path that continues to border on another temporality. We have learned to add dissonance and pair together, for example: intuition with intelligence, attention with distraction, tradition and novelty. Thus, we propose to consider multiple forms of relationship between the subject and what he can know, create, think, intuit, experience. By circumscribing the question by the attentions and distractions constituting the school, we sketched the deviant route, locating distraction as expression and power of being, highlighting intuition as openness, amplification and autonomy of thought. Ways who consider intelligence to be deductive but beyond it. Accesses that try to broaden the constituent marks of humanity, paths that allow legitimizing complementary philosophical experiences. In times of productivist acceleration, caring for a temporality that sustains attention to the human world is a start.