O ensino de Filosofia no ensino fundamental: formação e contraconduta
The present research aims to investigate the concrete situation of the teaching of Philosophy implanted and developed over eleven years in the Full Time School Padre Josimo Moraes Tavares, the first municipal public school in the city of Palmas-Tocantins to adopt the discipline of philosophy a...
| Autor principal: | Rocha, João Luiz de Souza |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Tocantins
2021
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http://hdl.handle.net/11612/2691 |
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ir-11612-2691 |
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ir-11612-26912021-04-29T06:01:43Z O ensino de Filosofia no ensino fundamental: formação e contraconduta Rocha, João Luiz de Souza Farhi Neto, Leon Farhi Neto Ensino de Filosofia; Resistência; Contraconduta; Philosophy teaching; Resistance; Counterconduct CNPQ::CIENCIAS HUMANAS::FILOSOFIA The present research aims to investigate the concrete situation of the teaching of Philosophy implanted and developed over eleven years in the Full Time School Padre Josimo Moraes Tavares, the first municipal public school in the city of Palmas-Tocantins to adopt the discipline of philosophy among the components of the diversified part of its curriculum structure. For this, we adopt the problematization proposed by Michel Foucault as a theoretical-methodological presupposition, seeking to find conceptual tools to answer the questions and concerns that arose from the teaching experience at school. We traced an investigative trajectory between philosophy and its teaching, in an attempt to understand the role that the discipline of philosophy has in elementary education in a specific school environment. We work on several Foucaultian notions, such as relations of power, resistance, conduct, counterconduct, modes of objectification, modes of subjectivation, modes of subjection and governance of childhood. The possibility of critical reflection offered by the teaching of philosophy in the school evidences the own school institution as a territory of struggle and disputes in a political understanding of the role of philosophy teaching beyond the cognitive efficiency and the transmission of knowledge. It is about thinking and rethinking philosophy teaching with children and adolescents and their own field of activity, the school institution. The notion of Foucauldian government, understood as conducting the conduct of the other and of itself, leads us to a key interpretative teaching of philosophy that breaks with the idea that there is no escape from the process of assujeitamento promoted by the school. We seek to show open possibilities for another behavior, from the conscious relationship between teachers and students who critically reflect their own concrete conditions of existence. In this way, we try to think of a philosophy teaching as a counterconduct, in order to establish an experience of philosophy that promotes, through criticism, creativity in thinking, dialogue, listening, and self-transformation of those involved. The product presented was the elaboration and analysis of a didactic sequence of contents focused on a Teaching of Philosophy as counterconduct. A presente pesquisa tem como objetivo investigar a situação concreta do Ensino de Filosofia implantado e desenvolvido após onze anos na Escola Municipal de Tempo Integral (ETI) Pe. Josimo Moraes Tavares, a primeira escola pública municipal da cidade de Palmas-Tocantins a adotar a disciplina de Filosofia entre os componentes da parte diversificada de sua estrutura curricular. Adota a problematização proposta por Michel Foucault como pressuposto teórico metodológico, buscando encontrar ferramentas conceituais para responder questionamentos e inquietações construídas através da experiência docente na escola. Percorre uma trajetória investigativa entre a Filosofia e o seu ensino, numa tentativa de se compreender o papel que a disciplina de Filosofia possui no ensino fundamental em um ambiente escolar específico. Foi trabalhado noções foucaultianas como relações de poder, resistência, conduta, contraconduta, modos de objetivação, modos de subjetivação, modos de assujeitamento e governo da infância. A possibilidade de crítica oferecida pela presença da Filosofia na escola, evidencia a própria instituição escolar como um território de luta e disputas em uma compreensão política do papel do ensino de Filosofia para além da eficiência cognitiva e da transmissão de saberes. Pensar e repensar o ensino de Filosofia com crianças e adolescentes e o seu próprio território de atuação. A noção de governo foucaultiana, entendida como condução da conduta do outro e de si, nos leva a uma chave interpretativa que rompe com a ideia de que não existe escapatória ao processo de subjetivação promovido pela escola. Entender as possibilidades abertas para uma outra conduta em uma relação consciente de professores e alunos que se voltam para o pensamento crítico e para as suas próprias condições de existência concretas. Pensar um ensino de Filosofia como contraconduta que estabeleça uma experiência da Filosofia por meio da crítica, da criatividade no pensar, do diálogo, da escuta, e da autotransformação dos envolvidos. O produto foi a elaboração e análise de uma sequência didática de conteúdos voltados para um Ensino de Filosofia como contraconduta. 2021-04-28T17:34:06Z 2021-04-28T17:34:06Z 2019-04-12 Dissertação ROCHA, João Luiz de Souza. O ensino de Filosofia no ensino fundamental: formação e contraconduta.2019.160f. Dissertação (Mestrado Profissional em Filosofia) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Filosofia, Palmas, 2019. http://hdl.handle.net/11612/2691 pt_BR Creative Commons application/pdf Universidade Federal do Tocantins Brasil Programa de Pós-Graduação em Filosofia Palmas |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Ensino de Filosofia; Resistência; Contraconduta; Philosophy teaching; Resistance; Counterconduct CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
| spellingShingle |
Ensino de Filosofia; Resistência; Contraconduta; Philosophy teaching; Resistance; Counterconduct CNPQ::CIENCIAS HUMANAS::FILOSOFIA Rocha, João Luiz de Souza O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| topic_facet |
Ensino de Filosofia; Resistência; Contraconduta; Philosophy teaching; Resistance; Counterconduct CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
| description |
The present research aims to investigate the concrete situation of the teaching of Philosophy
implanted and developed over eleven years in the Full Time School Padre Josimo Moraes
Tavares, the first municipal public school in the city of Palmas-Tocantins to adopt the
discipline of philosophy among the components of the diversified part of its curriculum
structure. For this, we adopt the problematization proposed by Michel Foucault as a
theoretical-methodological presupposition, seeking to find conceptual tools to answer the
questions and concerns that arose from the teaching experience at school. We traced an
investigative trajectory between philosophy and its teaching, in an attempt to understand the
role that the discipline of philosophy has in elementary education in a specific school
environment. We work on several Foucaultian notions, such as relations of power, resistance,
conduct, counterconduct, modes of objectification, modes of subjectivation, modes of
subjection and governance of childhood. The possibility of critical reflection offered by the
teaching of philosophy in the school evidences the own school institution as a territory of
struggle and disputes in a political understanding of the role of philosophy teaching beyond
the cognitive efficiency and the transmission of knowledge. It is about thinking and rethinking
philosophy teaching with children and adolescents and their own field of activity, the school
institution. The notion of Foucauldian government, understood as conducting the conduct of
the other and of itself, leads us to a key interpretative teaching of philosophy that breaks with
the idea that there is no escape from the process of assujeitamento promoted by the school.
We seek to show open possibilities for another behavior, from the conscious relationship
between teachers and students who critically reflect their own concrete conditions of
existence. In this way, we try to think of a philosophy teaching as a counterconduct, in order
to establish an experience of philosophy that promotes, through criticism, creativity in
thinking, dialogue, listening, and self-transformation of those involved. The product presented
was the elaboration and analysis of a didactic sequence of contents focused on a Teaching of
Philosophy as counterconduct. |
| author_additional |
Farhi Neto, Leon Farhi Neto |
| author_additionalStr |
Farhi Neto, Leon Farhi Neto |
| format |
Dissertação |
| author |
Rocha, João Luiz de Souza |
| title |
O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| title_short |
O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| title_full |
O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| title_fullStr |
O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| title_full_unstemmed |
O ensino de Filosofia no ensino fundamental: formação e contraconduta |
| title_sort |
o ensino de filosofia no ensino fundamental: formação e contraconduta |
| publisher |
Universidade Federal do Tocantins |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11612/2691 |
| _version_ |
1787134584579686400 |
| score |
11.755432 |