DSpace Communidade:http://repositorio.ufc.br/handle/riufc/340452024-03-29T00:38:17Z2024-03-29T00:38:17ZEnsino de Filosofia no Brasil: a repercussão das reformas da educação na disciplina de FilosofiaVieira, José Vanucci Evaristohttp://repositorio.ufc.br/handle/riufc/756832024-01-10T11:58:41Z2024-01-01T00:00:00ZTítulo: Ensino de Filosofia no Brasil: a repercussão das reformas da educação na disciplina de Filosofia
Autor(es): Vieira, José Vanucci Evaristo
Abstract: The research investigates the effects of educational reforms on the teaching of Philosophy in Brazil, especially in the New High School (NMS), through an approach that uses bibliographical analysis and experience reports. It begins with the historical trajectory of philosophy teaching, from colonisation to the current context. The instability and exclusion of philosophy from curricula throughout Brazilian history is analysed, which has had a negative impact on the country's critical and democratic education. The study analyses the challenges
faced by secondary education in Brazil, highlighting educational reform, the National Common Curriculum Base (BNCC) and the New Secondary Education Law. It highlights the dilution of Philosophy into generic competences and the devaluation of the subject, a reflection of neoliberal policies that prioritise technical and market training to the detriment of critical thinking. The study highlights the resistance of students, teachers and the philosophical community to these changes. It concludes with the impact of the reform, which has generated uncertainty about the position and importance of philosophy, emphasising the need to preserve its relevance in the Brazilian educational scenario.
Tipo: Dissertação2024-01-01T00:00:00ZA prática do teatro do oprimido no ensino de filosofiaRocha, Paulo André Menezes dahttp://repositorio.ufc.br/handle/riufc/751172023-11-29T17:19:03Z2023-01-01T00:00:00ZTítulo: A prática do teatro do oprimido no ensino de filosofia
Autor(es): Rocha, Paulo André Menezes da
Abstract: Teaching Philosophy in a philosophical manner, enabling the theory to be experienced by students, was the challenge that motivated the research embodied in this dissertation and its resulting product, which aims to introduce the practice of Theatre of the Oppressed in the teaching of Philosophy, providing learning through conceptual experience. The investigation was based on Augusto Boal's Theatre of the Oppressed, using its techniques to transform
spectators into spect-actors, as for Boal, theater is a weapon of liberation and rehearsal for life. The theoretical foundation of the experimentation of concepts is based on Deleuze and Guattari (1992), who argue that Philosophy is the creation of concepts, and Bondía (2002), who presents experience as something that happens to us. To support the argument that Philosophy classes should be meaningful and based on students' experiences, we turned to theorists such as Freire (1987), Gallo (2012), Cerletti (2009), and Gelamo (2009). As part of the methodological procedures, classes were conducted that transformed the student-participant-spectators into student-actor-participants. The action research, following Thiollent (1986), took place at EEMTI Romeu de Castro Menezes in an elective course with 22 students, who, after experiencing the entire transformation from spectator to spect-actor, were invited to respond to
a questionnaire, the answers of which were analyzed from the perspective of Bardin's (1977) content analysis. The responses provided by the student-philosopher-spect-actors to the questionnaire, as well as the dialogues, reflections, and accounts of their experiences, allow us to affirm that the Theatre of the Oppressed can and should be used as a powerful tool in the teaching of philosophy, capable of providing an experience with concepts and contributing to a philosophically oriented philosophy education. The product of this research is the didactic guide Philosophizing with the Theatre of the Oppressed, a contribution to the teaching of Philosophy.
Tipo: Dissertação2023-01-01T00:00:00ZReflexões marxistas enquanto aporte teórico para pensar o ensino de filosofia no contexto da educação integrada: um estudo de caso no IFPA-campus BelémDamasceno, Cristiane Alves Pereirahttp://repositorio.ufc.br/handle/riufc/747212023-10-20T17:38:01Z2023-01-01T00:00:00ZTítulo: Reflexões marxistas enquanto aporte teórico para pensar o ensino de filosofia no contexto da educação integrada: um estudo de caso no IFPA-campus Belém
Autor(es): Damasceno, Cristiane Alves Pereira
Abstract: Bearing in mind that our objective, in this research, is to analyze the division of labor, following the paths of book I, Capital, namely, chapters XI, XII and XIII – Cooperation, Division of labor, Manufacturing, Machinery and Large Industry – item 3. Immediate effects of mechanized production on the worker, in the light of Karl Marx and other authors with Marxist theoretical positions, whose relevant contributions make it possible to understand the antagonistic relationship between the economically predominant bourgeois class and the
working class, which only has labor power as the only exchange good to maintain its survial, research on Marxist reflections as a theoretical contribution to thinking about the teaching of philosophy in the context of integrated education: a case study at IFPA – Campos Belém, in order to reflect on the teaching of philosophy in the context of integrated education, as a case
study at IFPA – Campos Belém, for the contribution of the Marxist conception. For that, it is necessary. Present work as an educational principle from the perspective of omnilateral and unilateral education. Understand the division of labor and its consequences in manufacturing and the factory in Karl Marx, Explain the reverberations of the division of labor on the teaching of philosophy at IFPA – Campus Belém. Research is then carried out, our focus is on the qualitative nature of the case study, through the researcher's documentary, empirical observation and from there we outline interpretations that are close to the samples extracted from reality. In view of this, it appears that in the first result we see that unilateral education represents a unilaterality arising from the division of labor. The second result, we observe that as an ally of unilateral ideology, together with the economic cuts of neoliberalism, it aligned professional education during the period of the military dictatorship. This alignment caused a rupture in the teaching of philosophy, as a theoretical contribution, it was banned from school curricula, as a result, technical teaching predominated in the training of young people from the working class. In our third result we realize that integral training postulated by Karl Marx
and the unitarist school and the teaching of philosophy are included in the PPC of Buildings, which imposes the observation that we obtained an answer to our research problem What is the reverberation of the Division of Labor on the Teaching of Philosophy, at IFPA – Campus Belém, with a contribution from the Marxist conception.
Tipo: Dissertação2023-01-01T00:00:00ZFilosofando entre muros: o ensino de filosofia como instrumento de ressocialização com jovens em privação de liberdadeSantos, Nara Telânie Tavares doshttp://repositorio.ufc.br/handle/riufc/741742023-09-04T16:39:58Z2023-01-01T00:00:00ZTítulo: Filosofando entre muros: o ensino de filosofia como instrumento de ressocialização com jovens em privação de liberdade
Autor(es): Santos, Nara Telânie Tavares dos
Abstract: When thinking about the teaching of philosophy, it is often not taken into account that its concreteness is beyond regular schools and higher education institutions. In reality, for many, it is unknown to the information that this teaching also permeates spaces where people are deprived of liberty, either in Prison Units or in SocioEducational Measures Units, since these units must obligatorily mediate access to formal education. Given this context, the discussion built in this work aims to identify how the teaching of Philosophy, from a dialogical perspective that leads to the exercise of philosophizing, can contribute to the re-signification of the re-socialization process of young people who are deprived of liberty in Socio-Educational Centers , located in Fortaleza. Based on this proposition, the general objective of the research is to analyze the teaching of Philosophy as a mediation instrument for the process of resocialization of young people in situations of deprivation of liberty in SocioEducational Centers, whose specific objectives refer to understanding the main aspects that form the Socio-Educational System in Ceará; identify the teaching of philosophy as a mediation instrument for the critical formation of young people in situations of deprivation of liberty and discuss the importance of dialogicity for the teaching of philosophy in this context. To develop this purpose, the research was structured in three parts, the first chapter, entitled “Socio-educational System: legality and context(s)”, whose formation of the Socio-educational System in Brazil is objectively presented, to then reach the scenario of Socio-Educational Centers in Ceará. In addition, throughout the subsections, the sharing of information will go through the main characteristics in relation to the provision of education for young people deprived of liberty. The second chapter, “Research consubstantiation: methodology and the impasses of bureaucratic issues”, refers to the exposition of methodological elements and bureaucratic impasses that involved the practical application and the research subjects, as well as the institutional impositions that make this work not only a roadmap for the development of other research, but mainly to understand the specificities that involved the perspective on the way in which the classes were carried out, the resources used and the results obtained, because even if these are apparently simple, they are permeated with meanings, efforts and perspectives. With regard to the third chapter, called “Philosophy and resocialization of young people deprived of liberty: the application of the research and the analysis of the data”, in addition to sharing real circumstances under which the practical application of the research was carried out, were presented and analyzed qualitatively the data collected through the application of two survey questionnaires with the participating adolescents about the knowledge in relation to the philosophy and its functionality. In the last section, “The teaching of philosophy and its possibilities”, the discussion deals with the teaching of philosophy contributing, through the exercise of philosophizing from the perspective of dialogicity, to the resignification of the re-socialization process from the development of critical thinking of the young people who are in the Socio-Educational Centers.
Tipo: Dissertação2023-01-01T00:00:00Z