Mestrado Profissional em Filosofia
URI Permanente para esta coleção
Nível: Mestrado Profissional
Ano de início: 2015
Url do curso: http://www.humanas.ufpr.br/portal/prof-filo/prof-filo/
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- 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
- ItemPor 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/7167511496779668This 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
- Item“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/5705996516642601Seeking 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.
- ItemEnsino 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/9637068474044846This 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.
- ItemFilosofia 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/9637068474044846The 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.