Mestrado Profissional em Filosofia

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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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Navegando Mestrado Profissional em Filosofia por Assunto "Autonomia"

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    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.