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 trabalho filosófico de ensinar, aprender e viver direitos humanos na escola e, além dela(Universidade Federal do Espírito Santo, 2026-02-25) Dallabernardina, Shelton; Nunes, Antônio Vidal; https://orcid.org/; http://lattes.cnpq.br/5705996516642601; https://orcid.org/0009-0004-0422-4121; http://lattes.cnpq.br/9111698937167231; Bortoleto, Edivaldo José; https://orcid.org/0000-0002-7748-8361; http://lattes.cnpq.br/4348928198416364; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846The humanistic education provided in basic education faces the challenge of students’ lack of interest in social issues, a disinterest that is generally linked to the absence of adequate systematization in the teaching of Human Rights within the school context. This study aimed to implement and evaluate a pedagogical intervention in Human Rights, grounded in John Dewey’s practical philosophy, with the purpose of promoting ethical reflection and humanization in high school philosophy classes. To this end, a theoretical-dialectical approach was adopted. The didactic intervention, carried out with high school students in the state of Espírito Santo, involved the application of diagnostic and evaluative questionnaires, the promotion of legislative pedagogical workshops, the presentation of video lessons, and the conduction of expository-dialogical classes. The procedures were documented for the development of an educational resource. Qualitative analysis of students’ activities and records revealed a considerable improvement in conceptual understanding and in the perception of the applicability of human rights in everyday life. The main outcome of the study was the creation of an educational booklet that compiles the pedagogical strategies and documented experiences, serving as a replicable teaching resource. It can be concluded that the intervention was successful in integrating Human Rights as a practical and cross-cutting theme in the teaching of philosophy, creating a space for reflective experiences. The booklet developed constitutes a practical contribution to teaching practice, strengthening the dissemination of active teaching methodologies in Human Rights in basic education.
- 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.
- ItemA pedagogia do sonho de Paulo Freire e a práxis filosófica numa periferia de Vitória(Universidade Federal do Espírito Santo, 2025-10-29) Nascimento, Nadira Pereira do; Bazzan, Marco Rampazzo; https://orcid.org/0000-0003-1194-8289; http://lattes.cnpq.br/1141684502513379; https://orcid.org/0009-0006-8484-3954; ttp://lattes.cnpq.br/1175374878023165; Nunes, Antônio Vidal ; https://orcid.org/; http://lattes.cnpq.br/5705996516642601; Chagas, José Soares ; https://orcid.org/0000-0002-0149-5274; http://lattes.cnpq.br/9881921211705297Conducted at the Aflordízio Carvalho da Silva State School of Elementary and Secondary Education, located in the neighborhood of Penha in Vitória (ES), and using Paulo Freire's contributions as a theoretical reference, this research investigates how philosophy teaching can awaken dreams in high school students from a school on the outskirts of the city, in the face of the challenges imposed by the neoliberal educational model. Its objectives were: to highlight the inhibiting effects of critical thinking, resulting from the implementation of educational neoliberalism in Espírito Santo; to investigate, in Paulo Freire, the foundations of a critique of this system; and to adapt the methodology of Culture Circles to the teaching of Philosophy as a practice aimed at awakening dreams, with a view to improving a critical reading of reality in the peripheries of Greater Vitória. The Culture Circles were held with students from five 1st year high school classes, with the aim of identifying their “limit situations” in the Territory of Good, based on the issue of dreams. These narratives were decoded through meetings with leaders and participants from movements and collectives active in the communities, who presented the students with projects aimed at transforming their reality. From these meetings, the generating theme emerged: “It is impossible to exist without dreams.” This theme guided the cultural synthesis, which took the form of slam poems and graffiti. The experience proved to be an authentic and viable first, demonstrating that philosophy teaching, anchored in a Freirean perspective, can promote a critical, humanizing and liberating education in the peripheries of Greater Vitória, connecting in a significant way to the social practices and artistic expressions - such as poetry and graffiti - that traverse and animate these realities
- 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.