Filosofia - Mestrado Profissional

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Programa de Mestrado Profissional em Filosofia

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    O 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/9637068474044846
    This 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.