A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/851 |
Resumo: | This study discusses the issue of the teaching of philosophy in education and makes suggestions based on some of the analytical categories of Gramsci’s thought (Fordism/Taylorism; concept of man; culture; structure and superstructure; historical bloc; hegemony; manual and intellectual work; and philosophy of praxis). It presents the history and philosophy of the teaching context, and its discipline status of “unnecessary” to the formation of the individual, and the pendulum movement in and out of the curriculum, although recognized as required by the Law of Guidelines and Bases of National Education ethics training and intellectual autonomy. Shows that the consolidation or not of philosophy en teaching is related to the Brazilian political and economic context in each historical period, permeated, often for ideological reasons inhibiting critical thinking. The study also brings reflections on the role of the teaching of philosophy from the design of different theoretical: Sílvio Gallo and Celso Favaretto – the philosophy concepts; Ligia Rodrigo, Antonio Severino, Aurélio Bonna Júnior and Rene Jose Trentin Silveira – philosophy as a social practice. Further, it discusses the teaching of this discipline in the reasoned educational process in Gramsci’s reflection, for which the social division of labor and human development process, support the critical consciousness, reflective and human emancipation for transforming political, social and economic. The conclusion is located within the reflections on that philosophy apply to what and for whom, in view of the ability to drive the subject to think the reality critically and reflectively, and take it to draw up a new hegemony in search their own emancipation and overcoming class society. |
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Neuvald, Lucianehttp://lattes.cnpq.br/6120669098017151049.228.989-13http://lattes.cnpq.br/9738990200691049FERREIRA, JAQUELINE2017-12-06T12:57:38Z2016-03-31FERREIRA, JAQUELINE. A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI. 2016. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/851This study discusses the issue of the teaching of philosophy in education and makes suggestions based on some of the analytical categories of Gramsci’s thought (Fordism/Taylorism; concept of man; culture; structure and superstructure; historical bloc; hegemony; manual and intellectual work; and philosophy of praxis). It presents the history and philosophy of the teaching context, and its discipline status of “unnecessary” to the formation of the individual, and the pendulum movement in and out of the curriculum, although recognized as required by the Law of Guidelines and Bases of National Education ethics training and intellectual autonomy. Shows that the consolidation or not of philosophy en teaching is related to the Brazilian political and economic context in each historical period, permeated, often for ideological reasons inhibiting critical thinking. The study also brings reflections on the role of the teaching of philosophy from the design of different theoretical: Sílvio Gallo and Celso Favaretto – the philosophy concepts; Ligia Rodrigo, Antonio Severino, Aurélio Bonna Júnior and Rene Jose Trentin Silveira – philosophy as a social practice. Further, it discusses the teaching of this discipline in the reasoned educational process in Gramsci’s reflection, for which the social division of labor and human development process, support the critical consciousness, reflective and human emancipation for transforming political, social and economic. The conclusion is located within the reflections on that philosophy apply to what and for whom, in view of the ability to drive the subject to think the reality critically and reflectively, and take it to draw up a new hegemony in search their own emancipation and overcoming class society.O presente estudo problematiza a questão do ensino da filosofia na educação e propõe sugestões com base em algumas das categorias analíticas do pensamento de Gramsci (fordismo/taylorismo; conceito de homem; cultura; estrutura e superestrutura; bloco histórico; hegemonia; trabalho; manual e intelectual; e filosofia da práxis). Apresenta a trajetória e o contexto do ensino da filosofia e seu status de disciplina “desnecessária” à formação do indivíduo, bem como o movimento pendular de entrada e saída dos currículos, apesar de reconhecida como necessária pela Lei de Diretrizes e Bases da Educação Nacional (LDBEN) à formação ética e autonomia intelectual. Evidencia que a consolidação ou não da filosofia no ensino está relacionada ao contexto político e econômico brasileiro em cada período histórico, permeada, não raras vezes, por razões ideológicas inibidoras do pensamento crítico. O estudo também traz reflexões acerca do papel do ensino da filosofia a partir da concepção de diferentes teóricos: Sílvio Gallo e Celso Favaretto – a filosofia por conceitos; Lígia Rodrigo, Antônio Severino, Aurélio Bona e Renê José Trentin Silveira – a filosofia como prática social. Além disso, discute o ensino dessa disciplina no processo educativo fundamentado na reflexão gramsciana, para a qual a divisão social do trabalho e o processo de desenvolvimento humano, sustentam a consciência crítica, reflexiva e a emancipação humana para a transformação política, social e econômica. A conclusão situa-se no âmbito das reflexões sobre que filosofia aplicar, para quê e para quem, tendo em vista a capacidade de conduzir o sujeito a pensar a realidade de forma crítica e reflexiva, além de levá-lo a elaborar uma nova hegemonia em busca de sua própria emancipação e superação da sociedade de classes.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2017-12-06T12:57:10Z No. of bitstreams: 1 JAQUELINE FERREIRA.pdf: 1047812 bytes, checksum: 3d05cbe750caf2995ea25dee533665e3 (MD5)Approved for entry into archive by Fabiano Jucá (fjuca@unicentro.br) on 2017-12-06T12:57:25Z (GMT) No. of bitstreams: 1 JAQUELINE FERREIRA.pdf: 1047812 bytes, checksum: 3d05cbe750caf2995ea25dee533665e3 (MD5)Approved for entry into archive by Fabiano Jucá (fjuca@unicentro.br) on 2017-12-06T12:57:32Z (GMT) No. of bitstreams: 1 JAQUELINE FERREIRA.pdf: 1047812 bytes, checksum: 3d05cbe750caf2995ea25dee533665e3 (MD5)Made available in DSpace on 2017-12-06T12:57:38Z (GMT). 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dc.title.por.fl_str_mv |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
title |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
spellingShingle |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI FERREIRA, JAQUELINE ensino de filosofia superação da sociedade de classes pensamento crítico e reflexivo pensamento filosófico gramsciano filosofia na educação philosophy of teaching overcoming class society critical and reflective thought Gramsci’s philosophical thought philosophy in education CIENCIAS HUMANAS::EDUCACAO |
title_short |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
title_full |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
title_fullStr |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
title_full_unstemmed |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
title_sort |
A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI |
author |
FERREIRA, JAQUELINE |
author_facet |
FERREIRA, JAQUELINE |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Neuvald, Luciane |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6120669098017151 |
dc.contributor.authorID.fl_str_mv |
049.228.989-13 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9738990200691049 |
dc.contributor.author.fl_str_mv |
FERREIRA, JAQUELINE |
contributor_str_mv |
Neuvald, Luciane |
dc.subject.por.fl_str_mv |
ensino de filosofia superação da sociedade de classes pensamento crítico e reflexivo pensamento filosófico gramsciano filosofia na educação |
topic |
ensino de filosofia superação da sociedade de classes pensamento crítico e reflexivo pensamento filosófico gramsciano filosofia na educação philosophy of teaching overcoming class society critical and reflective thought Gramsci’s philosophical thought philosophy in education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
philosophy of teaching overcoming class society critical and reflective thought Gramsci’s philosophical thought philosophy in education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study discusses the issue of the teaching of philosophy in education and makes suggestions based on some of the analytical categories of Gramsci’s thought (Fordism/Taylorism; concept of man; culture; structure and superstructure; historical bloc; hegemony; manual and intellectual work; and philosophy of praxis). It presents the history and philosophy of the teaching context, and its discipline status of “unnecessary” to the formation of the individual, and the pendulum movement in and out of the curriculum, although recognized as required by the Law of Guidelines and Bases of National Education ethics training and intellectual autonomy. Shows that the consolidation or not of philosophy en teaching is related to the Brazilian political and economic context in each historical period, permeated, often for ideological reasons inhibiting critical thinking. The study also brings reflections on the role of the teaching of philosophy from the design of different theoretical: Sílvio Gallo and Celso Favaretto – the philosophy concepts; Ligia Rodrigo, Antonio Severino, Aurélio Bonna Júnior and Rene Jose Trentin Silveira – philosophy as a social practice. Further, it discusses the teaching of this discipline in the reasoned educational process in Gramsci’s reflection, for which the social division of labor and human development process, support the critical consciousness, reflective and human emancipation for transforming political, social and economic. The conclusion is located within the reflections on that philosophy apply to what and for whom, in view of the ability to drive the subject to think the reality critically and reflectively, and take it to draw up a new hegemony in search their own emancipation and overcoming class society. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-03-31 |
dc.date.accessioned.fl_str_mv |
2017-12-06T12:57:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FERREIRA, JAQUELINE. A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI. 2016. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/851 |
identifier_str_mv |
FERREIRA, JAQUELINE. A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI. 2016. 147 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
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por |
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Programa de Pós-Graduação em Educação (Mestrado - Irati) |
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UNICENTRO |
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Brasil |
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Unicentro::Departamento de Ciências Humanas, Letras e Artes Unicentro::Departamento de Pedagogia |
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Universidade Estadual do Centro-Oeste |
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