| Summary: | Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T21:42:58Z
No. of bitstreams: 1
FelintoGadelhaSegundo_DISSERT.pdf: 1272491 bytes, checksum: 3f5331872cffb23af00d6a22e185dd75 (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-07T18:57:29Z (GMT) No. of bitstreams: 1
FelintoGadelhaSegundo_DISSERT.pdf: 1272491 bytes, checksum: 3f5331872cffb23af00d6a22e185dd75 (MD5) === Made available in DSpace on 2017-06-07T18:57:29Z (GMT). No. of bitstreams: 1
FelintoGadelhaSegundo_DISSERT.pdf: 1272491 bytes, checksum: 3f5331872cffb23af00d6a22e185dd75 (MD5)
Previous issue date: 2017-03-29 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === A pesquisa empreendida consiste em analisar como o programa de ensino de filosofia para crian?as do professor Matthew Lipman pode formar crian?as e jovens na perspectiva de uma educa??o emancipat?ria que vise ? forma??o do sujeito aut?nomo. O estudo tem sua relev?ncia mediante os embates pol?ticos e ideol?gicos que envolvem as discuss?es a cerca da obrigatoriedade, ou n?o, da disciplina de filosofia nas escolas e de como este ensino de filosofia pode apresentar-se como alternativa para uma educa??o significativa que possibilita o desenvolvimento das habilidades para o pensar aut?nomo desde a inf?ncia. Para tanto, partimos da hip?tese na qual seria poss?vel encontrarmos na metodologia do ensino de filosofia para crian?as aspectos pedag?gicos e did?ticos dos quais conjecturam com a proposta de uma educa??o reflexiva e cr?tica, que leva a crian?a e ao jovem a capacidade de pensar por si mesmos. Para tal an?lise, levantamos arcabou?o te?rico conceitual a partir da cr?tica que Adorno e Horkheimer faz ao tipo de educa??o moderna, cuja est? atrelada ao conceito de Ind?stria Cultural e a civiliza??o moderna racionalista e tecnol?gica perante a penetra??o da realidade social humana. A metodologia de an?lise bibliogr?fica nos permitiu fazer infer?ncias sobre o programa de ensino de filosofia para crian?as por interm?dio de an?lise da obra de Lipman e dos conceitos abstra?dos das obras dos frankfurtianos Adorno e Horkheimer (Dial?tica do esclarecimento e Educa??o e emancipa??o). Esta metodologia de ensino permite uma an?lise cr?tica que auxilia a pr?tica docente, da qual considera a participa??o ativa das crian?as no processo de ensino e aprendizagem e no desenvolvimento de habilidades para o pensar, integrantes da forma??o aut?noma, cr?tica e reflexiva do sujeito, em vistas de uma educa??o para a cidadania, ou seja, para emancipa??o do sujeito que resiste ao assujeitamento da industria cultural a partir da autoconsci?ncia cr?tica. === The purpose of this study is to analyze how Professor Matthew Lipman?s philosophy teaching program for children can educate young people in the perspective of an emancipatory education that aims at the training of the autonomous subject. This research has its relevance through the political and ideological conflicts that involve a lot of arguments around having Philosophy, or not, as a mandatory subject in schools and how about this teaching of Philosophy can be the new alternative and the new structure that would bring meaningful savings for our education that allows the development Abilities for autonomous thinking since childhood. From this part, we already started with the hypothesis that would be possible to find in the methodology of children?s Philosophy pedagogical and didactic aspects which conjecture with the proposal of a reflexive and critical education that leads the child and the young person to develop the ability to think for themselves. For this analysis, we got the concept of criticism that Adorno and Horkheimer make about the kind of modern education, that comes together with the concept of Cultural Industry and a modern rationalist and technological civilization before the entrance of human social reality. The methodology of bibliographic analysis allowed us to make inferences about the philosophy teaching program for children through an analysis of Lipman's work and the abstracted concepts of the works of Frankfurtians Adorno and Horkheimer (Dialectics of Enlightenment and Education and Emancipation). This teaching methodology allows for critical analysis that supports the teaching practice, which considers the active participation of the children in the process of both teaching and learning, as well as the development of thinking skills. This process also helps with the autonomous, critical or reflexive formation of a subject from the perspective of a citizenship education. That is to say, the free discussion of this subject may help young people to resist the cultural pressures that begin with critical self - consciousness.
|
|---|
