DSpace Coleção:
http://repositorio.unifap.br:80/jspui/handle/123456789/104
2024-02-23T22:08:55ZPor que ensinar filosofia? Desafios e motivações para professores nas escolas de ensino médio no município de Santana - Amapá
http://repositorio.unifap.br:80/jspui/handle/123456789/260
Título: Por que ensinar filosofia? Desafios e motivações para professores nas escolas de ensino médio no município de Santana - Amapá
Abstract: The purpose of this work was to accomplish an exploratory study about Philosophy in High
School: challenges and perspectives. Even though it is a compulsory subject in this period of
students' formation, this knowledge faces challenges and difficulties regarding its school
praxis. Although it is recognized as a transforming and emancipatory discipline it is limited
by curricular impasses, and such objections sometimes reduce its goals. As a methodological
approach, it was decided to carry out a descriptive research using forms containing four
structured questions that were applied to four teachers with higher education in philosophy,
who teach this subject in four different schools that belong to the state public network in the
Municipality of Santana, in the state of Amapá. The efforts of this research were focused on
obtaining data and bibliographic studies in articles, annals, monographs, journals and theses.
For the theoretical contextualization of the research, a brief explanation was made regarding
the exclusion and compulsory insertion of this discipline in the school base through the
constitutional organizing instruments, such as the Law of Directives and Basis of National
Education (LDBEN) and the National Curricular Parameters (PCNs). The work also points
out the importance of philosophy, its role, its teaching and the applied method. In the
discussion the methodological tools applied by the teachers in the classroom were approached
as a way to motivate the students' participation in the philosophical subjects. The final
considerations point to the challenges motivating teachers of philosophy, considering the need
for adjustments in the institutional design and application of the process of insertion of this
discipline in the curriculum in this stage of educational formation.0025-12-09T00:00:00ZLeitura filosófica como proposta para o uso de textos clássicos nas aulas de filosofia no ensino médio
http://repositorio.unifap.br:80/jspui/handle/123456789/259
Título: Leitura filosófica como proposta para o uso de textos clássicos nas aulas de filosofia no ensino médio
Abstract: This work deals with the philosophical reading as a proposal to work, with the classes of Philosophy of High School, the classic texts. The approach to Philosophy Teaching in High School begins by going through the periods where discipline was present and when it was withdrawn from the school curriculum. It is emphasized that Philosophy is a discipline of thought and that has the characteristic of being an activity of creating concepts. Thus, the lesson needs to escape the content models that simply talk about History of Philosophy. This is a challenging context for the teacher, however, should be something in the day to day activities of teaching. The reading of a classic in the school context makes the student understand the purpose of Philosophy in High School. Thus what is expected with the work is to present the philosophical reading as a methodology to work classical texts in the classroom and, with this, to enable the student to have contact with the history of Philosophy, and not only that, from reading philosophical to be able to reflect on the subject in question, conceptualize, apprehend the philosophical concepts, and then problematize and present his understanding on the subject, constructing his philosophy.0025-12-09T00:00:00ZUm recorte analítico a respeito da metodologia de oficina pedagógica aplicada nas aulas de filosofia do ensino médio, no Instituto Educacional Amapá/Pará-IEAP
http://repositorio.unifap.br:80/jspui/handle/123456789/258
Título: Um recorte analítico a respeito da metodologia de oficina pedagógica aplicada nas aulas de filosofia do ensino médio, no Instituto Educacional Amapá/Pará-IEAP
Abstract: The present article approaches the methodology of pedagogical
workshops of philosophy, as a didactic - pedagogical resource in the classroom, in
the middle school, based on a practical experience at the Amapá / Pará Educational
Institute - IEAP, an in loco research result. As a theoretical reference, we spoke with
Freire, Cortella, Brazil, Gallo, Cartolano, Candau and others. The main objective of
this work was to analyze the methodology of pedagogical workshops as an
opportune resource, which enables the narrowing of the articulation between theory
and practice. This articulation constitutes a challenge for the philosophy discipline in
what concerns the dimension of the teaching-learning process. One of the ways to
face this challenge is to build strategies that increasingly integrate the relationship
between theoretical aspects and practical applicability. The pedagogical workshops
have such characteristics, and have been adopted in the teaching-learning process
in high school, thus becoming an exceptional tool for knowledge construction. Being
a methodological tool becomes an interesting didactic tool, for helping students to
understand and appreciate the contents of the subject in class. It was concluded that
the use of pedagogical workshops of philosophy awakens in the high school student
the interest in this discipline, making them aware of its importance for its formation. It
was chosen as methodology for the development of the research, both
bibliographical revisions and a qualitative approach. To this end, interviews were
conducted with previously developed questionnaires in order to substantiate the
article with the students 'and teachers' opinions on the subject in question. The
results were tabulated and presented in the form of graphs, which confirmed the
importance of pedagogical workshops as a tool in the teaching of philosophy classes.0024-10-08T00:00:00ZDidática do ensino de filosofia: um estudo sobre a universalidade da tradição filosófica e a particularidade de alunos e professores
http://repositorio.unifap.br:80/jspui/handle/123456789/257
Título: Didática do ensino de filosofia: um estudo sobre a universalidade da tradição filosófica e a particularidade de alunos e professores
Abstract: This article intends to discuse the theoretical aspects that guide the proposal of a Teaching of Philosophy teaching, with emphasis on the philosophical tradition, and in this way to reflect on the strategies that propose the conjugation of the universality of philosophical knowledge with the daily life of the students. The methodology adopted was a literature review, through a bibliographical research in books, magazines, periodicals and websites. It is verified that there are several strategies capable of approaching the specific themes of Philosophy, with what is most peculiar in the students' reality. This universal and particular binomial can be less conflicting if, in the teaching process, aspects close to the students' reality are taken into account, since some universal themes of Philosophy need and must be mediated by the lived experience. Through this study, it is considered that the discussion about the subject must be continually built, demanding for this a greater attention, especially in the full undergraduate courses in Philosophy. Thus, our work is recommended for researchers and teachers, believing that the latter can act more safely in the classroom, with themes such as this related to the universality of the philosophical tradition.0025-12-09T00:00:00Z