O diálogo ético em contraponto à dialética erística – Interfaces entre o ensino de Língua Portuguesa e a Filosofia

Abstract

This Final Paper (FP) aims to present a connection between Schopenhauer's (2021) proposal of eristic dialectic, Klemperer's (2009) studies on the language manifested during the Nazi regime in Germany, and Professor João Castro Cezar da Rocha's (2023) analyses of the language of destruction manifested by far-right movements in Brazil. By interconnecting these studies with the network of false information and violent language present on social media and with the behavior of public figures in Brazilian society, we propose a brief analysis of these manifestations of hate speech in which debate is denied and there is only a desire to impose a belief or a unilateral (and distorted) view of reality. In addition to the connection built between the reference works, we present a proposal, based on previous studies, for a sequence of activities that aims to develop the argumentative skills of historical subjects, so that they recognize the strategies of the rhetoric of violence and that they can have the basis for proposing an ethical, respectful, and responsible dialogue promoted by active citizens engaged in a culture of listening and qualified information. These studies are echoed in the Brazilian National Common Core Curriculum (Brazil, 2018) when it deals with the importance of argumentation for everyday life. To develop the activity suggestions, we will use the principles of nonviolent communication, defended by the American psychologist Marshall Rosenberg (2021) for the purpose of promoting an ethical debate in schools. Our aim is to propose reflections on teaching and learning practices regarding the topic that is so present in our society, but with a debate that is still incipient in schools.