Filosofia - Mestrado Profissional
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Programa de Mestrado Profissional em Filosofia
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URL do programa: http://www.humanas.ufpr.br/portal/prof-filo/prof-filo/
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Navegando Filosofia - Mestrado Profissional por Autor "Bonamigo, Gilmar Francisco"
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- ItemA significância do amor em Platão: Uma abordagem com práticas lúdicas(Universidade Federal do Espírito Santo, 2021-09-27) Oliveira, Márcio de Freitas; Bonamigo, Gilmar Francisco; https://orcid.org/0000-0003-1805-5862; http://lattes.cnpq.br/6264614880672677; https://orcid.org/0000-0001-7869-9470; http://lattes.cnpq.br/4146013198199837; Nunes, Antônio Vidal; https://orcid.org/0000-0002-1815-1646; http://lattes.cnpq.br/5705996516642601; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846This research approaches the philosophical significance of Plato's concept of love, in a playful way, within high schools students on philosophy classes, the students were from a public state school in the city of Vila Velha-ES. It was performed by using movements established and inspired by the contents and by the methodologies contained in the Banquet. It resumes some historical elements referring to the presence of Philosophy teaching in the Brazilian educational system in the last decades, amplifies the idea of ludus and its significant didactic function, knows, deepens and updates the theme of love to be apprehended by the students, details the conception of Eros in the Platonic work, and, suggests progressive movements, in order to demonstrate the determinant role of ludic inferences in the process of teaching and learning in love with and among the students. In methodological terms, the study constitutes an attempt to update and practically execute the Socratic-Platonic maieutics and dialectics, in which we seek to reinterpret and re-signify Platonic love in real existences. The results expected from this concomitant didactic and philosophical proposal seek to demonstrate the efficacy of the methodology with regard to the amplification and significance of Eros, in such a way as to overcome such conceptions in the daily sphere itself. In the same way, besides the human process motivated by the approaches, it is expected to stimulate other similar ludic practices to the teaching and learning of Philosophy in the several themes contained in the curricular grids of basic education at all levels.
- ItemANGÚSTIA NA PERSPECTIVA DE KIERKEGAARD: A ARTE COMO OPÇÃO PELA VIDA.(Universidade Federal do Espírito Santo, 2020-04-15) Zamborlini, Claudio José; Santos, Jorge Augusto da Silva; https://orcid.org/0000000161111693; http://lattes.cnpq.br/3088783002373165; https://orcid.org/; http://lattes.cnpq.br/; Costeski, Evanildo; https://orcid.org/; http://lattes.cnpq.br/; Bonamigo, Gilmar Francisco; https://orcid.org/; http://lattes.cnpq.br/6264614880672677This dissertation presents an educational product developed with second degree high school students of Escola Estadual de Ensino Médio Dr. Silva Mello, located in Guarapari-(ES), and it was born from the everyday classroom´s practice analysis, WHERE was o
- ItemContribuição das histórias em quadrinhos como objeto de aprendizagem para o ensino de ecofilosofia no ensino fundamental(Universidade Federal do Espírito Santo, 2020-06-04) Modesto, Sandro Luiz; Guerrieri, Mauricio Abdalla; https://orcid.org/0000-0002-8824-7571; http://lattes.cnpq.br/8019821690434036; https://orcid.org/0000-0002-4420-3454; http://lattes.cnpq.br/3940764229612467; Bonamigo, Gilmar Francisco; https://orcid.org/0000-0003-1805-5862; http://lattes.cnpq.br/6264614880672677; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846This dissertation is an experience of teaching Ecophilosophy using comic book stories in two groups of the Sixth Grade of the Elementary School at Professor Cerqueira Lima in Cariacica - ES in which the student met the problems of the socioenviromental reality, took a critical position in facing it and built the basis for changing. The theoretical fundamentals are: Marx and Engels criticism on capitalist economic system exploration of human labor and nature, As Quatro Ecologias to think about the totality of relations e as a Fundamental Principle to break the ecological crisis and build a new Ethos by Leonardo Boff and Princípio da Cooperação by Maurício Abdalla as an alternative to rationality. Using dialectic as methodological concept and the comic book stories as method, a pedagogical process was done where the student reads, creates and proposes a solution for the issue found in the comic book stories.The dialectical analysis of the students‘ productions showed that both methodological approach and method brought significant results for the experience of learning Ecophilosophy. The results show that comic book stories contribute for teaching Ecophilosophy in the Elementary School
- ItemEnsino de filosofia na socioeducação: uma perspectiva pluriversal e antirracista(Universidade Federal do Espírito Santo, 2021-10-13) Silva, Paulo Renato Oliveira; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601; https://orcid.org/0000-0002-5461-5604; http://lattes.cnpq.br/4387500211819209; Dantas, Luis Thiago Freire; https://orcid.org/0000-0001-8524-8213; http://lattes.cnpq.br/5880502716036432; Bonamigo, Gilmar Francisco; https://orcid.org/0000-0003-1805-5862; http://lattes.cnpq.br/6264614880672677This research dissertates on the Teaching of Philosophy for classes of first grade of high school in the correctional-measures educational centers IASES in Cariacica - ES, emerging from the need for an anti-racist proposal in education. This need is caused by the racial cutout phenomenon of young inmates, the majority of the population being black. Aiming to break the racist structures of western societies, we propose a Teaching of Philosophies, promoting for these young people an approach beyond western canons. In the development of this proposal, we´ve faced several challenges, from the difficulty of schoolbooks that contemplate Law 10.639/03 to an effective method for the parameters of socio-education. With this panorama in our research reality, we will deal with aspects that prove the structural racism of our public institutions. Overcoming some of these challenges, this research has as a practice teaching Ubuntu ethics proposed by the South African philosopher Mogobe Ramose, resorting to the ancestral tradition of philosophizing and teaching through orality. This tradition has become extremely important, once socio-measures students do not have access to philosophical texts outside the classroom environment for safety reasons. This approach was satisfactory in the proposal of this research. Thus, breaking the racist structures of our culture, this work rises the opportunity of thinking about a socioeducation free from the colonial bonds of our people, practicing a Teaching of Philosophy that can be evidential for the students.
- ItemEnsino 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/9637068474044846This 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.
- ItemO ensino de filosofia emancipatório em Jacques Rancière: Uma proposta didático-filosófica para ensinar e aprender Filosofia no Ensino Médio(Universidade Federal do Espírito Santo, 2020-11-23) Tavares, Alexon Silva; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601; http://lattes.cnpq.br/1300398465660186; Bonamigo, Gilmar Francisco; https://orcid.org/0000-0003-1805-5862; http://lattes.cnpq.br/6264614880672677; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846This work is the result of a theoretical-practical research that aimed to establish an approximation between Rancière's thinking and the Teaching of Philosophy. The study aimed to analyze the realization of philosophy classes in an emancipatory perspective in the context of Philosophy Teaching in high school, based on notes from Rancière philosophicaleducational thinking. In addition, some fundamental concepts were taken up to understand how the emancipatory perspective adopted in this work is constituted, in order to problematize the possibility of a Philosophy Teaching that enables the student's intellectual autonomy. The procedure adopted was initially constituted by a bibliographic research, through an interpretative analysis, which has as its guiding thread Rancière theoretical framework and his deep criticism of the explanatory method, as well as his concept of intellectual emancipation, that is, an intelligence that obeys itself, that frees itself from the alienation of another's knowledge. In a second step, philosophical workshops were applied on the theme: ethics and its dimensions, to assess the practical feasibility in the classroom of such a proposal. There was the support of the logbook and textual/oral productions of the students, as instruments of data collection, which were analyzed. In the end, there was evidence that the emancipatory perspective of Rancer, once properly adopted in the Teaching of Philosophy, enhances the student's interest and autonomy, since his relationship with the teacher and knowledge has changed. The analyzes showed that the students developed an attitude of protagonism with regard to learning, cooperation in research and in the elaboration of knowledge, and significantly elevated thinking based on common sense to a philosophical conscience.
- ItemO PERCURSO DE COMPREENSÃO DA LIBERTAÇÃO NO CÁRCERE, A PARTIR DO MITO DA CAVERNA - CADEIA NUNCA MAIS(Universidade Federal do Espírito Santo, 2022-09-20) Moura, Everaldo Barreto; Bonamigo, Gilmar Francisco; https://orcid.org/; http://lattes.cnpq.br/6264614880672677; https://orcid.org/0000-0003-1839-4688; http://lattes.cnpq.br/; Nunes, Antonio Vidal; https://orcid.org/; http://lattes.cnpq.br/5705996516642601; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846This research approaches the issue of Philosophical Education in prison. The central aim is to raise reflections within the prisoners about the founding causes for their own incarcerations. Furthermore, about the necessity to search for knowledge to illustrate one’s actions in order to avoid criminal recidivism which causes a new incarceration upon completion of sentence. The course of this investigation and philosophical practice addresses three diachronic periods of time. Firstly, with the assistance of Michel Foucault, this study approaches the basis and definition of the misconceptions in prison while recognizing the disassociation which occurs from the serving of the sentences to their learning purposes. Secondly, assisted by Plato, through his dialectic and The Allegory of the Cave, the discernment and identification together with the incarcerated population of the true shadows present inside the regulations of the crime world. From there, the perspective of one’s ability to avoid attitudes based on opinions, pre-judgement and prejudice, such as, chauvinist attitudes towards women, the practical target of this intervention, which caused the incarceration and may cause recidivism. Thirdly, the construction of a philosophical practice, based on the platonic maieutic and contemplated by traumatisms and groping, that lead the prisoners to the affection of their own existence. Accordingly, this aims to provide for the possibility to remission and transcendency of one’s crimes from the humane movement of one’s interiorities. This is the significant result to be achieved by this investigation and practice of Philosophy Education as means towards comprehension of the liberty within imprisonment, from The Allegory of the Cave – Prison Nevermore.