O MODELO DO SISTEMA EDUCACIONAL ADVENTISTA COMO ALTERNATIVA À EDUCAÇÃO EM FACE DA INTEGRALIDADE NA RELAÇÃO CORPO-ALMA

Abstract

The embryonic stage of this research was due to the subject Philosophy of Language, taught by doctor Abdruschin Schaeffer Rocha, in the Master of Science program in Religion. In the exposition of the theme, “Plato's theory of two worlds”, the world of ideas and the sensible world, where it highlights immortality / mortality, soul / body, eternal ephemeral, reason and passion, perfect and imperfect, arose the interest in making a research contrasting the platonic dualism, in relation to body / soul, with the Semitic concept referring to integrality. In dialogue with the counselor, the theme was expanded to the following version: the Adventist educational system model as an alternative to education in the face of integrality in the body / soul relationship. From this perspective, the first chapter will look at how Platonic dualism was understood in different ways from the sixth century BC to the contemporary period. And how it was structured and unified in various religious and educational institutions worldwide, whether in Islam, Spiritism, Catholicism and Protestantism. These two models are highlighted in education as potential elements for the formation of a more perfect society, even with opposing opinions. The second chapter, based on the theoretical framework, contemporary French anthropologist and sociologist David Le Breton describes the body in a perception radically opposed to Platonism, which it attributed to the body as a tomb of the soul, while interpreting the soul as immortal. Le Breton postulates that living consists in continually reducing the world to the body, even if it is a mysterious object between various understandings, from alienated matter of the soul, disconnected from the cosmos, to a product to be marketed as a machine. Thus, it will be seen that the body mysteriously exists and changes within its constituent elements, through genetics, fertilization, the educational influence it receives, the identifications it assimilates, the behaviors of its social circle and others. In the last chapter we highlight the origin of the Adventist educational model, approximations and distances of Platonic dualism as a function of integrality. Above all, it shows proposals of this educational model as an integral alternative to other educational systems, because it values the human being in the physical, mental and spiritual aspects, glimpsing the human being with a specific hope for the present and future life.