Mestrado Profissional em Filosofia

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17514

Nível: Mestrado Profissional
Ano de início: 2015
Url do curso: http://www.humanas.ufpr.br/portal/prof-filo/prof-filo/

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A racionalidade comunicativa como método de debate para educação em direitos humanos no ensino-aprendizagem de filosofia
(Universidade Federal do Espírito Santo, 2020-04-06) Oliveira, Ramando Carvalho; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0000-0002-3313-3323; http://lattes.cnpq.br/8258287585637574; Murta, Claudia Pereira do Carmo; https://orcid.org/0000-0002-1553-8028; http://lattes.cnpq.br/7566489472975915; Silva, Karen Franklin da; https://orcid.org/0000-0001-7557-6723; http://lattes.cnpq.br/6252811777803472
Using the action-research format, this dissertation under the title “Communicative rationality as a debate model for Human Rights Education on Philosophy’s teaching-learning”, objective through an practical educational intervention performed together with High School students of the public school network and analyzing the practice and challenges of a dynamic debate approach on Philosophy’s teaching-learning in connection with an proposal of Human Rights Education (HRE), organically linked to the perspective of Jürgen Habermas’ Communicative Rationality. We value the communicative skills of the students based on an understanding regarding the search for consensus using validity principles on the act of speaking, with the specificity of HRE in three thematic axes: 1) ethnic-racial diversity 2) religious and 3) sexual. In this way we look to afford the construction and problematization of a “Communicative Debate” approach, in which the students debate in significative manner in a Philosophy’s teaching-learning process themes related to social diversity. The research asserts itself by bringing to the students the perception of the necessity of coordination of their communicative skills, pointing to conversational intersections that an understanding between the parts is an essential factor for the smoothening of a consensus crisis in a sociocultural contingency marked by conflicts of discourse, communication pathologies and violations of Human Rights, both on the society as well as in the school environment
A roda de experiência do pensar: a complexidade no ensino-aprendizagem de filosofia
(Universidade Federal do Espírito Santo, 2019-07-05) Barreira, Isabel Cristina Torres; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0000-0002-2336-7628; http://lattes.cnpq.br/3665480880536134; Carvalho, Leticia Queiroz de; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414; Nunes, Antonio Vidal; https://orcid.org/; http://lattes.cnpq.br/5705996516642601
The research investigated the possibility of a teaching-learning in Philosophy which is based on the paradigm of complexity, proposed by Edgar Morin, and in the experience of thinking, according to Walter Kohan’s approach. Reforming thinking in the light of a global approach of the human being integrates knowledge, fosters a re-signification of knowledge — especially philosophical knowledge — and encourages a pedagogical practice that is critically oriented to citizenship. The research was qualitative and participatory, characterized by the exercise of transdisciplinarity in the meetings of the "Wheel of Experience of Thinking", a didactic pedagogical proposal linked to the "Philosophy and Social Sciences Practices" taught at a municipal school in Cariacica. The literary text, experience of thinking and complexity in the teaching-learning of Philosophy, brings us closer to teach to philosophize rather than the teaching of Philosophy as ready content of the Western tradition. When opening doors to various dimensions, literature provokes a reaction in the reader-student in their way of inhabiting the world. Some texts, such as short stories, can better achieve the conflicts that our students face in their lives, allowing them to express emotions while establishing ways to ask about multiple complex problems which integrate all areas of knowledge and generate experience of thinking.
As mídias digitais no ensino de Filosofia: Uma aplicação didática a partir da teoria de Jean Baudrillard
(Universidade Federal do Espírito Santo, 2023-04-14) Melo, Vinícius de Oliveira; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0007-2447-7371; http://lattes.cnpq.br/2805135963323499; Viesenteiner, Jorge Luiz; https://orcid.org/0000000337277890; http://lattes.cnpq.br/7444634503835464
Cette thèse de maîtrise vise à appliquer les théories de Jean Baudrillard, en utilisant les réseaux sociaux et les concepts associés, dans les cours de Philosophie au Lycée. L'étude est divisée en trois moments. Premièrement, il aborde le processus de développement et les développements politiques et sociaux de la matière philosophique dans le programme d'études du lycée dans le pays, ainsi qu'envisage les défis futurs aux quels cette matière pourrait être confrontée en vue de la nouvelle école secondaire et aussi l'adoption de le BNCC. Ensuite, il approfondit la référence théorique choisie, qui est le français Jean Baudrillard, à partir des ouvrages Simulacres et Simulacion et la Société de Consommation. Les notions d'hyperréalité, réelle et virtuelle, sont fondamentales. Les concepts clés de Baudrillard sont le problème de la relation entre réalité et virtualité et comment les hommes ont interagi, vivant avec la technologie et la virtualité aujourd'hui, et évoquant l'autoréflexion sur la façon dont ces êtres humains utilisent les dispositifs technologiques et leurs réseaux sociaux respectifs. Sur la base des considérations de Baudrillard sur la réalité des médias en tant qu'expansion excessive de la réalité, ces concepts ont été appliqués sous la forme d'un produit dans l'expérience du sol de la classe à travers des interventions pédagogiques, avec des lycéens de l'Escola Geraldino Silva (Porciúncula-RJ). Des interventions pédagogiques ont permis une expérience pédagogique d'utilisation des médias sociaux auprès des élèves et des enseignants.
Autoimagem e encarceramento : o resgate da interioridade em Zigmunt Bauman
(Universidade Federal do Espírito Santo, 2025-04-15) Silva, Tiago Ferreira da; Barreira, Marcelo Martins ; https://orcid.org/0000-0002-9367-3073; http://lattes.cnpq.br/0690909917220112 ; https://orcid.org/0009-0007-7828-2545; http://lattes.cnpq.br/; Nunes, Antônio Vidal ; https://orcid.org/0000-0002-1815-1646; http://lattes.cnpq.br/5705996516642601; Maamari, Adriana Mattar ; https://orcid.org/0000-0002-9929-6790; http://lattes.cnpq.br/5707827597161294
This dissertation outlines the author’s existential journey and his choice to pursue research in education, particularly within the context of Youth and Adult Education (EJA) in prison units. The author recounts his teaching experience, which began in 2007 when he participated in the project "Literacy is a Right," teaching adults— including his own parents—to read and write. In 2012, he started teaching Philosophy to incarcerated youth and adults, an experience that deeply impacted him and inspired him to investigate the redefinition of these students' identities through Philosophy and self-portraiture. The research addresses the importance of EJA in the prison system, emphasizing that many students come from marginalized communities, with low levels of education and histories of social exclusion. The author draws on the works of philosopher Zygmunt Bauman, employing concepts such as "liquid modernity," "identity," "fetishism of subjectivity," and "community" to analyze how Philosophy can contribute to human development and the redefinition of incarcerated students' identities. The study also discusses the challenges of prison education, including the lack of effective public policies and the need for a contextualized curriculum that considers students' life trajectories. The central objective of the research was to foster students' self-awareness and the redefinition of their self-perception—given that they already carried with them experiences from their life paths—in understanding themselves as unfinished beings who constantly seek meaning in their existence. The author proposes a practical intervention based on the creation of self-portraits, aiming to stimulate self-reflection and philosophical inquiry among students. The artistic activity is seen as a tool to reclaim identity and inner subjectivity, allowing students to recognize themselves as individuals capable of transformation. The research includes student testimonials demonstrating how education and Philosophy have impacted their lives, helping them reconsider their trajectories and envision a different future. Finally, the author reflects on the importance of education as an instrument of liberation and rehabilitation, arguing that, despite the challenges, it is possible to promote meaningful changes in the lives of incarcerated students. The study concludes that Philosophy, combined with sensitive and contextualized pedagogical practices, can contribute to the construction of more autonomous and strengthened identities, preparing students for a more dignified and conscious social reintegration
Ensino de filosofia para estudantes com necessidades especiais na comunidade escolar: liberdade e autonomia a partir de Jean-Paul Sartre
(Universidade Federal do Espírito Santo, 2023-03-21) Lopes, Franklyny; Bonamigo, Gilmar Francisco; https://orcid.org/0000-0003-1805-5862; http://lattes.cnpq.br/6264614880672677; https://orcid.org/0009-0002-5205-2438; http://lattes.cnpq.br/1050079549763839; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846
This work targeted in the problem of teaching Philosophy to students with special needs. The issue comes out more strongly when this student and their classmates, who are together in the process of school inclusion, are not clearly aware of their freedom and do not enjoy their autonomy. Therefore, the central objective of this study is to move the consciousness of these students, turning it toward the inclusion process that is part of their lives and it also aims to make the puppil appear and be, all the time, free and autonomous, specially in their school community. The methodology used is a dialectic movement that requires attention to the human project, as well as vigilance and constant care with the relations that involve this plan, as: man and nature and human beings among themselves, not to mention the conditions offered to the practice of these relations (Sartre, 1957. Question of Method). At this point, it is necessary to follow gradual steps: first, in the light of Sartre, make an objective and personal description about who is he/she (student) in his school community, who are the actors of this community, and their idea of freedom and autonomy as well. To investigate and deepen this issue within the school environment, in a second moment, it is cruacial to look, listen and report on the roots of oneself and one's surroundings, from visits to the school sectors, daily presences in the reality of these students; now also under Freire's light. This movement of observing and reporting, proposed by our research, will be based on the Philosophy classes in the first grades of a regular high school in the morning shift of Padre Humberto Piacente school, specially those with special needs in adapted activities. In a third moment, the use of a reflective and critical Philosophical Diary it’ will be stimulated, as a descriptive production of the experience in Philosophy classes, and exhibitions, dynamics and also the exhibition of animations produced by me, teacher Franklyny, inspired in the work Diary of a Strange War (Sartre, 1939-1940). In the fourth and last phase, a mural should be assembled with anonymous excerpts from these diaries, featuring writings, illustrations, and collages. With collaborative criteria, the expected result is that, in a dialectical path, everyone will reveal themselves to the others and to the world, then being more aware of their possibilities of freedom and autonomy.
O uso das tecnologias no ensino de filosofia: contribuições a partir da razão instrumental
(Universidade Federal do Espírito Santo, 2019-08-12) Ferrari, Albertino; Santos, Jorge Augusto da Silva; https://orcid.org/0000000161111693; http://lattes.cnpq.br/3088783002373165; https://orcid.org/0000-0003-4445-463X; http://lattes.cnpq.br/2353001266234102; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846
The use of technologies in the philosophy teaching is a research done with philosophy base on Jürgen Habermas's theory, of instrumental and communicative reason, as well Piérre Lévy's thinking about the Intelligence Technologies. The contributions of these two thinkers are fundamental to the understanding of technology as something instrumental and technical in the educational environment, but which must be thought for not be reduced in something purely mechanical. The analyzes of both Habermas and Lévy make possible the comprehension that reflexive interaction with the other is a factor that causes important changes in social actions. The development of rational and well-reasoned argumentation in the actions among subjects are objectives that collaborate with the consensus of collective thinking. One question of our daily life is the network communication theorized by Lévy as a connection step given to the world by intelligence. Thus, the connection to online information through applications such as WhatsApp, Google Classroom , Plickers, Padlet , or other technologies such as Qrcode , the search for knowledge and reflection in class find a greater space. This amplitude of space is a reflection of these technologies being part of a process, which in Habermas we can call world of life .
“Oficina de conceitos”: uma proposta de ensino de filosofia a partir de Sílvio Gallo
(Universidade Federal do Espírito Santo, 2023-04-28) Bravin, Ezimar; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0000-8760-1711; http://lattes.cnpq.br/4226787182546109; Salvia, André Luis La; https://orcid.org/0000-0002-1111-5052; http://lattes.cnpq.br/5840163842088553; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601
Seeking an exciting or at least a more interesting and meaningful way of teaching philosophy. A way that could go beyond a traditional teaching format. Place students as an active part of the learning process and go beyond lectures, where the teacher always repeats an already established way of teaching, without criticizing such a way. Highlight some discrepancies between the expected role of Philosophy, as a curricular component proclaimed in official documents, and the very nature of philosophizing. To present a possibility of teaching Philosophy that is a way out of a higher education and towards a lower education, as pointed out by Gallo (2012). Try to see philosophy as a form of resistance and not just as a repetition of ideas present in the History of Philosophy. Finally, try to build concepts with current high school students. These and other efforts and some critical views are the pillars of this research.
Por que eu faço o que eu faço? : A escola como espaço do despertar para o pensamento e para a ação a partir da Filosofia de Hannah Arendt
(Universidade Federal do Espírito Santo, 2025-02-27) Rodrigues Junior, Josimar de Souza; Viesenteiner, Jorge Luiz ; https://orcid.org/0000-0003-3727-7890; http://lattes.cnpq.br/7444634503835464; https://orcid.org/0000-0001-7016-3305; http://lattes.cnpq.br/0008208510571535; Barreira, Marcelo Martins ; https://orcid.org/0000-0002-9367-3073; http://lattes.cnpq.br/0690909917220112; Costeski, Evanildo ; https://orcid.org/0000-0001-8713-915X; http://lattes.cnpq.br/7167511496779668
This study aims to explore the relationship between thought and action in Hannah Arendt’s philosophy, emphasizing the importance of fostering students’ ability to critically reflect on their own actions. The research investigates the human faculty of “Thinking” and its close connection with “Action”, arguing that these two faculties, in Arendt’s view, are not opposites but engage in dialogue. Based on this analysis, the study proposes a philosophical approach to high school education that encourages students to reflect on their actions in an educational context increasingly oriented toward labor and fabrication. By exploring Arendt’s philosophy and her defense of action as something plural and interconnected within the “web of human relationships”, the research seeks to reflect on how critical thinking can be cultivated in the classroom to prepare individuals for plurality. The investigation culminates in a pedagogical intervention in which arendtian concepts are applied in an educational project aimed at combating racism and bullying in the school environment, demonstrating the effectiveness of philosophy in promoting ethical and social reflection among students
Repensar a mulher na sociedade: uma prática filosófica que visa a superação da violência contra a mulher a partir do pensamento de Silvia Federici e Bell Hooks
(Universidade Federal do Espírito Santo, 2023-08-28) Aguiar, Lhylia Silva; Guerrieri, Mauricio Abdalla; http://lattes.cnpq.br/8019821690434036; http://lattes.cnpq.br/3522191837086492; Moraes, Livia de Cassia Godoi; http://lattes.cnpq.br/6183475552707235; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112
Having education as an ally in the fight against violence against women, this dissertation aimed to develop philosophical teaching grounded in feminism. The intention of this teaching proposal resulting from the research was to rethink the role of the women in our society, from the analysis of the work that has been socially attributed to women, more specifically on domestic and care work, invisibilized and undervalued thanks to capitalism, making it evident how women are exploited and oppressed. The feminist philosophical thought that underpinned the writing of this dissertation takes into account the historical-dialectical materialist method, used for the analysis of data on violence against women, resulting from the structure that sustains and perpetuates violence. Feminist philosophers’ analyses are presented on how the capitalist patriarchal system exploits and oppresses women, underpinning the violence that affects and victimizes them. The feminist theory that guided the research served as the basis for the proposal of philosophical teaching, with a view to raising students’ awareness. The steps of the teaching proposal included the students’ observation of domestic work carried out within their homes. From the perceptions elements were raised for the second moment, which concerns the analyzes carried out by the feminist Silvia Federici about the reproductive work (domestic services and care). This material was used to reflect on exploitation and violence against women. The thought of bell hooks was used as guidance for a research undertaken by the students, in which they related the feminist movement to the conquest of the rights acquired by women. Both the research and the teachings served for them to write their perceptions about the learning process in the course of the teaching proposal.

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