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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- ItemO desenho como experiência filosófica: devir-criança em experiência de pensamento em filosofia com crianças(Universidade Federal do Espírito Santo, 2025-09-29) Alves, Wanderson Martins; Barreira, Marcelo Martins ; https://orcid.org/0000-0002-9367-3073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0004-6574-9415; http://lattes.cnpq.br/6931117393959471; Maciel Junior, Edson; https://orcid.org/0000-0002-6346-430X; http://lattes.cnpq.br/0593971079410326; Cirino, Maria Reilta Dantas; https://orcid.org/0000-0003-2362-7271; http://lattes.cnpq.br/5734550223711436The text entitled “DRAWING AS A PHILOSOPHICAL EXPERIENCE: Becoming-child in experiences of thought in philosophy with children” is an action-research project, of a didactic, pedagogical, and practical nature, carried out in a basic education school in the municipality of São Mateus-ES. In it, we present an itinerary of Philosophy with children and its capacity to think from drawings produced. To this end, the research begins with a brief context about the history of philosophy in Brazil, its advances and setbacks within the school curriculum, highlighting, at the end of this journey, Philosophy with children in the City of São Mateus-ES. Throughout the investigation, we analyze Matthew Lipman's proposal of Philosophy for children, its structure, and the development of its skills; and the Philosophy with Children movement, created by Walter Kohan, with the concept of childhood, becoming-child, as well as the way this movement happens with children. We also engage in a dialogue with Larrosa, whose concept of experience helps us to understand this philosophical practice with children. Finally, a practical pedagogical intervention is presented, in which the concepts discussed throughout the research are deepened in the form of philosophical compositions, carried out with the students and their results.
- ItemO aluno na sociedade do cansaço: uma proposta pedagógico-didática para os alunos do ensino médio(Universidade Federal do Espírito Santo, 2025-07-28) Guimarães, Victor Anequim; Silva, Filicio Mulinari e; https://orcid.org/0000-0002-6999-6956; http://lattes.cnpq.br/2163193321069411 ; https://orcid.org/0009-0003-1421-7577; http://lattes.cnpq.br/4717570856850117 ; Maciel Junior, Edson; https://orcid.org/0000-0002-6346-430X; http://lattes.cnpq.br/0593971079410326; Sacchetto, Diemerson da Costa; https://orcid.org/0000-0002-4634-1156; http://lattes.cnpq.br/3683687840475298This research investigates the repercussions of the "Society of Fatigue," as conceptualized by Byung-Chul Han, on Brazilian high school students immersed in a digital and neoliberal context. It argues that the transition from a disciplinary society, focused on negativity and external coercion, to a performance society, marked by an excess of positivity, the performance imperative ("Yes, we can"), and psychopolitics, induces individuals into self-exploitation. The contemporary student, pressured by results, competition, and the constant optimization of the self as an "entrepreneur of the self," becomes vulnerable to neuronal illnesses such as burnout, depression, and anxiety. The work analyzes how this scenario, intensified by digital technologies that promote hyperconnectivity and superficiality, configures a paradox of freedom, where apparent autonomy masks new forms of subjection. The central objective is to critically analyze this reality and propose Philosophy teaching as a space for resistance. It is proposed that, through a pedagogical approach that values contemplation, pause, and critical thinking, Philosophy can equip students to understand and question the mechanisms of the performance society. The study links this proposal with specific skills from the Humanities and Applied Social Sciences area of the National Common Curricular Base (BNCC), such as EM13CHS101 (source analysis), EM13CHS103 (argument elaboration), EM13CHS202 (technology impacts), EM13CHS401 (social relations and technology), EM13CHS404 (work transformations), EM13CHS503 (identification of violence), and EM13CHS504 (ethical-political impasses of technology). The methodology involves the analysis of Han's concepts and their application to the Brazilian educational context, using the BNCC as a reference for an engaged philosophical practice. It concludes on the urgency of rethinking educational models, countering incessant acceleration and productivity with the valorization of negativity (pause, reflection), alterity, and critical autonomy, forming subjects capable of building a more humane and less exhausting future. As a product of this research, a pedagogical e-book entitled "The Student in the Society of Fatigue: A Pedagogical-Didactic Proposal for High School" was developed, which materializes the theoretical reflections into practical proposals for pedagogical intervention. The e-book presents four structured 60-minute classes, articulating Han's concepts with specific BNCC skills, offering educators concrete tools to implement a pedagogy of negativity that values contemplation, critical reflection, and resistance to the imperatives of the performance society.
- ItemO ensino de filosofia e a educação para a não violência contra a mulher: uma perspectiva a partir da ética da alteridade em Emmanuel Lévinas(Universidade Federal do Espírito Santo, 2025-07-21) Santos, Romildo Filho Mendes dos; Silva, Filicio Mulinari e; https://orcid.org/0000-0002-6999-6956; http://lattes.cnpq.br/2163193321069411 ; https://orcid.org/0009-0009-8049-6213; http://lattes.cnpq.br/0083402704363826 ; Bernardes, Clinger Cleir Silva; https://orcid.org/0000-0002-1723-4482; http://lattes.cnpq.br/1035960555281855; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846This dissertation investigates how the teaching of Philosophy, guided by the ethics of alterity proposed by Emmanuel Levinas, can contribute to educational practices that promote respect for the other and help address the roots of violence against women. The motivation behind the research is both personal and ethical: on the one hand, the issue deeply challenges the researcher as a human being; on the other, it calls for an ethical imperative — not in the Kantian sense, but in the Levinasian one — that is, not grounded in a universal rational rule centered on the self, but in a radical responsibility for the Other. For Levinas, the face of the Other reveals an inescapable ethical demand that emerges from concrete, everyday relationships rather than abstract philosophical formulations. In this context, the central objective of the research is to demonstrate how philosophical education, based on the ethics of alterity, can contribute to the formation of a non-violent consciousness toward women. To this end, the study aims to: understand gender-based violence as a historical and patriarchal construct; analyze Levinas’s ethics of alterity and its implications for confronting violence; and develop pedagogical practices that foster alterity and respect in secondary education.
- 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.