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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A experiência político democrática pela construção da organização estudantil no ensino fundamental: uma práxis de cidadania Gramsciana no ensino de Filosofia
(Universidade Federal do Espírito Santo, 2022-03-08) Alves, Pierre Francisco; Guerrieri, Mauricio Abdalla; http://lattes.cnpq.br/8019821690434036; Maciel Junior, Edson; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601
The central theme of this work was matured along years of teaching performance as a professor when noticing that even characterized as political beings, there is persistence in the existence of political indifference and democratic practice represented by the difficulty of students to reflect on the light of philosophical apparatus on the related themes. After identifying the problem of political indifference generated by the absence of a solid political formation and practice for the exercise of citizenship, the paper presents a way to mitigate the lack of this political-philosophical formation. This occurs through experiences of democratic praxis capable of further substantiating the performance of the philosophy teacher or any other in the school environment as being characterized always one as a political and ideological decision positioning that can foster significant social changes. The objectives of the work consist in reflecting on the challenges to promote critical philosophical education at school, besides indicating possibilities to rethink the urgent need to implement ways that favor educational practices capable of providing the expansion of student participation in spaces of political decision both today and in the future through the process of formation and construction of student organization and student councils. The work emphasizes the political-philosophical formation, besides approaching the history, legislation and contributions of the student's movement, considering the dimensions of personal and collective care with attention to the need of increasing the participation of students in government and political decision-making spaces, trying to improve the social conditions as well as the improvement of a democratic system in any school territory where the work will be applied. The central issues developed in this work had as main theoretical references, the conceptual ideas of the Italian philosopher Antonio Gramsci, and the educator Paulo Freire, besides the contribution of other educational theoreticians and from other areas that brought valuable comments on the interventions made for the appropriation of concepts and educational praxis with the students. Its purpose is to demonstrate how it was possible, even with all the subjectivities involved, to embrace the principles of a liberating philosophical education and make it truly emancipatory, based on a theoretical referential consecrated by philosophy and applied through an instrument familiar to the students similar to what occurs in the Brazilian democratic electoral process. The pedagogical intervention is about the formation process that took place using the dialectic methodology and developed in the form of projects carried out during the Philosophy Practice meetings with students between 08 and 16 years old from a public school in the municipal education system of the city of Cariacica-ES. The work also points out ways to overcome the problem of indifference, indicating alternatives to achieve the planned objectives through the presentation of a detailed guide with some workshops, dynamics and texts used to explore the contents about the formation and democratic political praxis with students in elementary schools I and II
A racionalidade comunicativa como método de debate para educação em direitos humanos no ensino-aprendizagem de filosofia
(Universidade Federal do Espírito Santo, 2020-04-06) Oliveira, Ramando Carvalho; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0000-0002-3313-3323; http://lattes.cnpq.br/8258287585637574; Murta, Claudia Pereira do Carmo; https://orcid.org/0000-0002-1553-8028; http://lattes.cnpq.br/7566489472975915; Silva, Karen Franklin da; https://orcid.org/0000-0001-7557-6723; http://lattes.cnpq.br/6252811777803472
Using the action-research format, this dissertation under the title “Communicative rationality as a debate model for Human Rights Education on Philosophy’s teaching-learning”, objective through an practical educational intervention performed together with High School students of the public school network and analyzing the practice and challenges of a dynamic debate approach on Philosophy’s teaching-learning in connection with an proposal of Human Rights Education (HRE), organically linked to the perspective of Jürgen Habermas’ Communicative Rationality. We value the communicative skills of the students based on an understanding regarding the search for consensus using validity principles on the act of speaking, with the specificity of HRE in three thematic axes: 1) ethnic-racial diversity 2) religious and 3) sexual. In this way we look to afford the construction and problematization of a “Communicative Debate” approach, in which the students debate in significative manner in a Philosophy’s teaching-learning process themes related to social diversity. The research asserts itself by bringing to the students the perception of the necessity of coordination of their communicative skills, pointing to conversational intersections that an understanding between the parts is an essential factor for the smoothening of a consensus crisis in a sociocultural contingency marked by conflicts of discourse, communication pathologies and violations of Human Rights, both on the society as well as in the school environment
A roda de experiência do pensar: a complexidade no ensino-aprendizagem de filosofia
(Universidade Federal do Espírito Santo, 2019-07-05) Barreira, Isabel Cristina Torres; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0000-0002-2336-7628; http://lattes.cnpq.br/3665480880536134; Carvalho, Leticia Queiroz de; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414; Nunes, Antonio Vidal; https://orcid.org/; http://lattes.cnpq.br/5705996516642601
The research investigated the possibility of a teaching-learning in Philosophy which is based on the paradigm of complexity, proposed by Edgar Morin, and in the experience of thinking, according to Walter Kohan’s approach. Reforming thinking in the light of a global approach of the human being integrates knowledge, fosters a re-signification of knowledge — especially philosophical knowledge — and encourages a pedagogical practice that is critically oriented to citizenship. The research was qualitative and participatory, characterized by the exercise of transdisciplinarity in the meetings of the "Wheel of Experience of Thinking", a didactic pedagogical proposal linked to the "Philosophy and Social Sciences Practices" taught at a municipal school in Cariacica. The literary text, experience of thinking and complexity in the teaching-learning of Philosophy, brings us closer to teach to philosophize rather than the teaching of Philosophy as ready content of the Western tradition. When opening doors to various dimensions, literature provokes a reaction in the reader-student in their way of inhabiting the world. Some texts, such as short stories, can better achieve the conflicts that our students face in their lives, allowing them to express emotions while establishing ways to ask about multiple complex problems which integrate all areas of knowledge and generate experience of thinking.
A 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/9637068474044846
This 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.
ANGÚSTIA 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/6264614880672677
This 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
As mídias digitais no ensino de Filosofia: Uma aplicação didática a partir da teoria de Jean Baudrillard
(Universidade Federal do Espírito Santo, 2023-04-14) Melo, Vinícius de Oliveira; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0007-2447-7371; http://lattes.cnpq.br/2805135963323499; Viesenteiner, Jorge Luiz; https://orcid.org/0000000337277890; http://lattes.cnpq.br/7444634503835464
Cette thèse de maîtrise vise à appliquer les théories de Jean Baudrillard, en utilisant les réseaux sociaux et les concepts associés, dans les cours de Philosophie au Lycée. L'étude est divisée en trois moments. Premièrement, il aborde le processus de développement et les développements politiques et sociaux de la matière philosophique dans le programme d'études du lycée dans le pays, ainsi qu'envisage les défis futurs aux quels cette matière pourrait être confrontée en vue de la nouvelle école secondaire et aussi l'adoption de le BNCC. Ensuite, il approfondit la référence théorique choisie, qui est le français Jean Baudrillard, à partir des ouvrages Simulacres et Simulacion et la Société de Consommation. Les notions d'hyperréalité, réelle et virtuelle, sont fondamentales. Les concepts clés de Baudrillard sont le problème de la relation entre réalité et virtualité et comment les hommes ont interagi, vivant avec la technologie et la virtualité aujourd'hui, et évoquant l'autoréflexion sur la façon dont ces êtres humains utilisent les dispositifs technologiques et leurs réseaux sociaux respectifs. Sur la base des considérations de Baudrillard sur la réalité des médias en tant qu'expansion excessive de la réalité, ces concepts ont été appliqués sous la forme d'un produit dans l'expérience du sol de la classe à travers des interventions pédagogiques, avec des lycéens de l'Escola Geraldino Silva (Porciúncula-RJ). Des interventions pédagogiques ont permis une expérience pédagogique d'utilisation des médias sociaux auprès des élèves et des enseignants.
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
Contribuição 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/9637068474044846
This 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
Ensino 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/6264614880672677
This 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.
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.
Filosofia e Grêmio Estudantil: Uma experiência de formação política
(Universidade Federal do Espírito Santo, 2023-02-17) Soares, Nilton César Ribeiro; Guerrieri, Mauricio Abdalla; https://orcid.org/0000-0002-8824-7571; http://lattes.cnpq.br/8019821690434036; https://orcid.org/0000000164601209; http://lattes.cnpq.br/3781848973141318; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846
The present dissertation is a proposal of political formation for the Student Guild. The main objective was to work, through Philosophy, the political dimension of the Student Guild action, in the light of what reflected by the philosopher Enrique Dussel in its aspects: democracy, political participation, citizenship and autonomy. To achieve the purpose, the pedagogical process involved conducting workshops, applied to the 9th grade class of the EMEF Padre Gabriel Roger Maire in the municipality of Cariacica - ES. The workshops aimed to promote with students a new perception of political reality through engagement in the student guild and, thus, provide a practical exercise of democracy. The methodology used in this work is the dialectic and the workshops are the method of application. The pedagogical project applied directed the students during the process, in which they went through different levels of knowledge – from the apparent concept to the critical perception of reality. The dialectical analysis of the workshops occurred in the following stages: creation, production and presentation by the students. It was analyzed that the methodology used produced significant syntheses for the learning experience about politics in the Student Guild. As a result, one can see the effectiveness of the political education process, as it awakened the students' interest and broadened their perception about the importance of a political education at school. It is estimated that the results will be reflected in society through the students, generating transformation and a new perspective of reality.
O advento da subjetividade autônoma no movimento da leitura dialógica dos escritos de Michel Foucault
(Universidade Federal do Espírito Santo, 2022-12-15) Silva, Leandro Prates; Viesenteiner, Jorge Luiz; https://orcid.org/0000000337277890; http://lattes.cnpq.br/7444634503835464; https://orcid.org/0000-0001-6386-1287; http://lattes.cnpq.br/2373163141276998; Vilas Bôas, João Paulo Simões; https://orcid.org/0000-0003-3236-2674; http://lattes.cnpq.br/8882556250527283; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601
The present research aims to reactivate the power of life in young people, problematize the notion of self-care, according to Michel Foucault, with the hope of contributing to thinking about the teaching of philosophy as a place where one learns to care and where one learns to make one's own life. a masterpiece. Therefore, at first, we sought, through clippings, to understand the context of the formation of philosophy as a curricular component in the history of education in Brazil until its implementation in the curriculum, with the aim of understanding its meaning throughout the Brazilian educational process so that so we can understand the current condition established in Law nº 13.415/2017 and have a teaching of philosophy focused on self-care. In the second moment, we sought to know and to present the genesis of self-care and its practices, so that, finally, in the third moment, we could, through dialogical gatherings, establish an interaction between the teaching of philosophy and the theory of self-care. itself, by Foucault and, thus, produce some essays and philosophical experiences in the classroom that allow detachment, a transformation of the self, that is, a modification of the ways of acting in the world and relating to it, which does not simply designate a turning attention to oneself, but, from that same attention, above all, a change. Thus, we believe that this challenge will allow us to think about the problems of the current moment that we face with the teaching of philosophy and, above all, that we face in life. And make these problems the impulse to exist and resist to socioeconomic, educational, moral, cultural impositions and, thus, create a new subject, a new teaching, a new school, consequently, a new world.
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.
O ensino de filosofia, desde uma perspectiva latino-americana, no combate ao mito da democracia racial
(Universidade Federal do Espírito Santo, 2019-09-27) Dias Júnior, Jair Fortunato; Guerrieri, Mauricio Abdalla; https://orcid.org/0000-0002-8824-7571; http://lattes.cnpq.br/8019821690434036; https://orcid.org/0000-0001-8629-908X; http://lattes.cnpq.br/0609231867355407; Santos, Sergio Pereira dos; https://orcid.org/0000-0003-1218-214X; http://lattes.cnpq.br/9044437804351118; Nunes, Antonio Vidal; https://orcid.org/; http://lattes.cnpq.br/5705996516642601
In line with law 10639/2003, which seeks the promotion of racial equality among them and philosophical thinking, from the horizon of the liberation philosophy of Enrique Dussel, we seek in this work, to take philosophical thought, from a perspective. of liberation, to classes to promote racial equality and to initiate a process of building the "myth of racial equality". The first three chapters conform to our theoretical part. In the first we seek to define philosophy as a profound search for the knowledge of things from five basic characteristics: totality / decentralization; the exteriority; alterity and finally liberation; For this, we use the thought of authors such as Roberto Gomes and Enrique Dussel. We enter the second chapter that changes the dialogue between philosophy and teaching, both seeking complete liberation of the human being and on the ground an instruction on the accumulated knowledge over the years. In the third chapter we explain, since the work deals with the promotion of racial equality, the need for remedial measures for the Brazilian black reason; And for this we have hacked a historical path that culminates in the current situation of blacks in Brazil. Also in these chapters we seek to define what is the "myth of racial democracy". In the last of the chapters we narrate the implementation of didactic activities, developed in the Inter-School Center Dr. Raimundo Soares de Albergaria Filho, in the municipality of Minas Gerais of Governador Valadares, which seeks to build the "myth of racial equality" of them. Philosophy classes. We begin by informing a synthesis of the intervention and the project describing where and how it occurred. The results and final considerations, as well as the accompanying photo files and works, are included in the final part of this document.
O 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/9637068474044846
This 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.
O uso das tecnologias no ensino de filosofia: contribuições a partir da razão instrumental
(Universidade Federal do Espírito Santo, 2019-08-12) Ferrari, Albertino; Santos, Jorge Augusto da Silva; https://orcid.org/0000000161111693; http://lattes.cnpq.br/3088783002373165; https://orcid.org/0000-0003-4445-463X; http://lattes.cnpq.br/2353001266234102; 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
The use of technologies in the philosophy teaching is a research done with philosophy base on Jürgen Habermas's theory, of instrumental and communicative reason, as well Piérre Lévy's thinking about the Intelligence Technologies. The contributions of these two thinkers are fundamental to the understanding of technology as something instrumental and technical in the educational environment, but which must be thought for not be reduced in something purely mechanical. The analyzes of both Habermas and Lévy make possible the comprehension that reflexive interaction with the other is a factor that causes important changes in social actions. The development of rational and well-reasoned argumentation in the actions among subjects are objectives that collaborate with the consensus of collective thinking. One question of our daily life is the network communication theorized by Lévy as a connection step given to the world by intelligence. Thus, the connection to online information through applications such as WhatsApp, Google Classroom , Plickers, Padlet , or other technologies such as Qrcode , the search for knowledge and reflection in class find a greater space. This amplitude of space is a reflection of these technologies being part of a process, which in Habermas we can call world of life .
“Oficina de conceitos”: uma proposta de ensino de filosofia a partir de Sílvio Gallo
(Universidade Federal do Espírito Santo, 2023-04-28) Bravin, Ezimar; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0000-8760-1711; http://lattes.cnpq.br/4226787182546109; Salvia, André Luis La; https://orcid.org/0000-0002-1111-5052; http://lattes.cnpq.br/5840163842088553; Nunes, Antonio Vidal; http://lattes.cnpq.br/5705996516642601
Seeking an exciting or at least a more interesting and meaningful way of teaching philosophy. A way that could go beyond a traditional teaching format. Place students as an active part of the learning process and go beyond lectures, where the teacher always repeats an already established way of teaching, without criticizing such a way. Highlight some discrepancies between the expected role of Philosophy, as a curricular component proclaimed in official documents, and the very nature of philosophizing. To present a possibility of teaching Philosophy that is a way out of a higher education and towards a lower education, as pointed out by Gallo (2012). Try to see philosophy as a form of resistance and not just as a repetition of ideas present in the History of Philosophy. Finally, try to build concepts with current high school students. These and other efforts and some critical views are the pillars of this research.
Por que eu faço o que eu faço? : A escola como espaço do despertar para o pensamento e para a ação a partir da Filosofia de Hannah Arendt
(Universidade Federal do Espírito Santo, 2025-02-27) Rodrigues Junior, Josimar de Souza; Viesenteiner, Jorge Luiz ; https://orcid.org/0000-0003-3727-7890; http://lattes.cnpq.br/7444634503835464; https://orcid.org/0000-0001-7016-3305; http://lattes.cnpq.br/0008208510571535; Barreira, Marcelo Martins ; https://orcid.org/0000-0002-9367-3073; http://lattes.cnpq.br/0690909917220112; Costeski, Evanildo ; https://orcid.org/0000-0001-8713-915X; http://lattes.cnpq.br/7167511496779668
This study aims to explore the relationship between thought and action in Hannah Arendt’s philosophy, emphasizing the importance of fostering students’ ability to critically reflect on their own actions. The research investigates the human faculty of “Thinking” and its close connection with “Action”, arguing that these two faculties, in Arendt’s view, are not opposites but engage in dialogue. Based on this analysis, the study proposes a philosophical approach to high school education that encourages students to reflect on their actions in an educational context increasingly oriented toward labor and fabrication. By exploring Arendt’s philosophy and her defense of action as something plural and interconnected within the “web of human relationships”, the research seeks to reflect on how critical thinking can be cultivated in the classroom to prepare individuals for plurality. The investigation culminates in a pedagogical intervention in which arendtian concepts are applied in an educational project aimed at combating racism and bullying in the school environment, demonstrating the effectiveness of philosophy in promoting ethical and social reflection among students
Repensar a mulher na sociedade: uma prática filosófica que visa a superação da violência contra a mulher a partir do pensamento de Silvia Federici e Bell Hooks
(Universidade Federal do Espírito Santo, 2023-08-28) Aguiar, Lhylia Silva; Guerrieri, Mauricio Abdalla; http://lattes.cnpq.br/8019821690434036; http://lattes.cnpq.br/3522191837086492; Moraes, Livia de Cassia Godoi; http://lattes.cnpq.br/6183475552707235; Barreira, Marcelo Martins; https://orcid.org/0000000293673073; http://lattes.cnpq.br/0690909917220112
Having education as an ally in the fight against violence against women, this dissertation aimed to develop philosophical teaching grounded in feminism. The intention of this teaching proposal resulting from the research was to rethink the role of the women in our society, from the analysis of the work that has been socially attributed to women, more specifically on domestic and care work, invisibilized and undervalued thanks to capitalism, making it evident how women are exploited and oppressed. The feminist philosophical thought that underpinned the writing of this dissertation takes into account the historical-dialectical materialist method, used for the analysis of data on violence against women, resulting from the structure that sustains and perpetuates violence. Feminist philosophers’ analyses are presented on how the capitalist patriarchal system exploits and oppresses women, underpinning the violence that affects and victimizes them. The feminist theory that guided the research served as the basis for the proposal of philosophical teaching, with a view to raising students’ awareness. The steps of the teaching proposal included the students’ observation of domestic work carried out within their homes. From the perceptions elements were raised for the second moment, which concerns the analyzes carried out by the feminist Silvia Federici about the reproductive work (domestic services and care). This material was used to reflect on exploitation and violence against women. The thought of bell hooks was used as guidance for a research undertaken by the students, in which they related the feminist movement to the conquest of the rights acquired by women. Both the research and the teachings served for them to write their perceptions about the learning process in the course of the teaching proposal.

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