Filosofia - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17513
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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    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