Bergson, a atenção e a educação: hábito, inteligência, intuição, criação e processos educacionais

Abstract

This paper, based on the idea that there is a dynamism between the concepts that constitute the body of Bergsonian theory, seeks to understand, list, concatenate, substantiate and explain the forms that attention acquires in Bergson's work and to outline some implications of this understanding for education today. In this way, it seeks to verify whether in Bergson's idea of attention there are elements that education can develop as resources that, at least, mitigate the problem of the dispersion of attention by the student and its consequent perceptive fragmentation. The paper does this based on a systematic survey of how Bergson's idea of attention is inserted and operates among the other ideas that it expresses in the texts that are most important for this discussion. Thus, as it seeks to demonstrate that Bergson's conception of attention is dynamic, and that it consists of a movement of change that acquires a different form in each of the stages of its movement, it argues that it is not restricted to the strict limits of the activity of the intellect. At its lower limit, attention participates in the movements of the body, as an inclination and as a habit. At its upper limit, attention participates in duration (in the successive movement of qualitative changes in our states of consciousness that merge, without defined contours and without the possibility of measurement), which constantly creates the new that is always coming into being, as an intuition of this creation. By addressing the implications of this understanding of attention in Bergson for educational processes, this work seeks to demonstrate that, in relation to education, it opens up a dimension in which it is conceived as metaphysical. In this conception of education, the knowledge that is properly developed by the student is constituted by his own life, and the actions he performs of himself, the motor mechanisms that he stabilizes as different habits and the experiences he accumulates through artistic achievements are crucial for the constitution of his person and for the education of his attention, developing constancy and force of penetration in it. Through these considerations, we can see Bergson's contribution to the understanding of the role of attentional processes in educational processes, both in the constitution of knowledge and in the formation of the student.