Teatro ou educação do absurdo? análise da peça "A Lição"

Abstract

The play The Lesson, written by playwright Eugène Ionesco (1909–1994), portrays the atmosphere of domination always present in teacher-student relationships. Martin Esslin (1918–2002) inserted that play in the scope of the Theatre of the Absurd in 1961. The general objective of this article is to analyze the conception of education that guides that work and the possibility of thinking of an Education of the Absurd. For the analysis, we start from the methodological understanding defined by Sérgio Freire (2014), in accordance with Michel Pêcheux (1938–1983), proceeding a Discourse Analysis simultaneous and integrated to the discourses, which we seek to identify and evidence, and to the ideological formation that supports the play in question. We realize that Ionesco, in the face of his concerns with exposing the limits of language, reason, and the political-social order, presents us with indications of his reflections on education as a process of transmitting knowledge, on language as a means of communication and an instrument of power, and on the communication of the experience of states of existence. Our conclusive finding is that there is plausibility, given this, to conceive of an Education of the Absurd, because the world is shaped by our understanding of it. Thus, everything that exists in it will be, in this way, configured. Therefore, if the world is absurd, if life is absurd, why not an Education of the Absurd?