Filosofia - Mestrado Profissional
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Programa de Mestrado Profissional em Filosofia
Centro: CCHN
Telefone: (27) 4009 2513
URL do programa: http://www.humanas.ufpr.br/portal/prof-filo/prof-filo/
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- 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
- ItemAutoimagem 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/5707827597161294This 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
- 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.