Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia

Detalhes bibliográficos
Autor(a) principal: Gomes, Daniele
Data de Publicação: 2022
Outros Autores: Romanazzi Freire, Carolina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Trilhas Filosóficas (Online)
Texto Completo: https://periodicos.apps.uern.br/index.php/RTF/article/view/2568
Resumo: The present article aims to discuss theoretically the didactic possibilities the presence of the textual genre meme (DAWKINS, 1978) as an intercessor (DELEUZE, 2013) viable to support the didactic material in the teaching of Philosophy in basic education. If we think of Philosophy as a critical-creative experience of thought and not as uncritically reproduced content, we must reflect on how the encounter with different discourses can be intensifying with regard to philosophical knowledge. Since memes are forms of communication created from everyday situations and with a potentially creative form of language that can propose multiple readings on different topics, how can this resource be used by teachers in times of remote teaching and also, in person? What potential can we achieve when used strategically? Can they foster philosophical experiences? These are some of the questions mobilized to propose irreverence (KOHAN, 2013) as a category that collaborates to map the present (MASSCHELEIN, 2008) and the development of a philosophical perspective on the teaching of Philosophy.
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spelling Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, FilosofiaMemes con conceptos de más de dos mil años: De todos modos, Filosofí­a: Enfim, FilosofiaMemes avec des concepts de plus de deux mille ans: Quoi qu'il en soit, Philosophie: Enfim, FilosofiaMemi con concetti di più di duemila anni: Comunque, Filosofia: Enfim, FilosofiaMemes com conceitos de mais de dois mil anos:: Enfim, FilosofiaMemesEnsinoFilosofiaEducaçãoThe present article aims to discuss theoretically the didactic possibilities the presence of the textual genre meme (DAWKINS, 1978) as an intercessor (DELEUZE, 2013) viable to support the didactic material in the teaching of Philosophy in basic education. If we think of Philosophy as a critical-creative experience of thought and not as uncritically reproduced content, we must reflect on how the encounter with different discourses can be intensifying with regard to philosophical knowledge. Since memes are forms of communication created from everyday situations and with a potentially creative form of language that can propose multiple readings on different topics, how can this resource be used by teachers in times of remote teaching and also, in person? What potential can we achieve when used strategically? Can they foster philosophical experiences? These are some of the questions mobilized to propose irreverence (KOHAN, 2013) as a category that collaborates to map the present (MASSCHELEIN, 2008) and the development of a philosophical perspective on the teaching of Philosophy.O presente artigo tem como objetivo discutir teoricamente as possibilidades didáticas a presença do gênero textual meme (DAWKINS, 1978) como um intercessor (DELEUZE, 2013) viável de dar suporte ao material didático no ensino da Filosofia na educação básica. Se pensarmos a Filosofia como experiência crítico-criativa do pensamento e não como um conteúdo reproduzido acriticamente, devemos refletir como o encontro com os diferentes discursos podem ser intensificadores no que concerne ao conhecimento filosófico. Sendo os memes formas de comunicação criadas a partir de situações corriqueiras e com uma forma de linguagem potencialmente criativa que podem propor múltiplas leituras sobre diferentes temas, como esse recurso pode ser utilizado pelos docentes em tempos de ensino remoto e também, presencial? Que potencialidades podemos alcançar quando usados de maneira estratégica? Eles podem fomentar experiências filosóficas? Essas são algumas das indagações mobilizadas para propor a irreverência (KOHAN, 2013) enquanto uma categoria que colabora para o mapeamento do presente (MASSCHELEIN, 2008) e o desenvolvimento de uma perspectiva filosófica do ensino de Filosofia.Universidade do Estado do Rio Grande do Norte - UERN2022-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.apps.uern.br/index.php/RTF/article/view/256810.25244/tf.v13i2.2568Trilhas Filosóficas; v. 13 n. 2 (2020): Trilhas Filosóficas: DOSSIÊ AFROPERSPECTIVISMO E O ENSINO DE FILOSOFIA (v.13, n.2, 2020); 93-1071984-556110.25244/tf.v13i2reponame:Trilhas Filosóficas (Online)instname:Universidade do Estado do Rio Grande do Norte (UERN)instacron:UERNporhttps://periodicos.apps.uern.br/index.php/RTF/article/view/2568/3161Copyright (c) 2022 https://orcid.org/0000-0002-4949-0237, Carolina Romanazzi Freirehttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessGomes, DanieleRomanazzi Freire, Carolina2022-11-23T00:41:16Zoai:ojs2.periodicos.apps.uern.br:article/2568Revistahttp://periodicos.apps.uern.br/index.php/RTF/indexPUBhttp://periodicos.apps.uern.br/index.php/RTF/oaitrilhasfilosoficas@uern.br || marcos_erico@yahoo.com.br10.25244/tf1984-55611982-7490opendoar:2022-11-23T00:41:16Trilhas Filosóficas (Online) - Universidade do Estado do Rio Grande do Norte (UERN)false
dc.title.none.fl_str_mv Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
Memes con conceptos de más de dos mil años: De todos modos, Filosofí­a: Enfim, Filosofia
Memes avec des concepts de plus de deux mille ans: Quoi qu'il en soit, Philosophie: Enfim, Filosofia
Memi con concetti di più di duemila anni: Comunque, Filosofia: Enfim, Filosofia
Memes com conceitos de mais de dois mil anos:: Enfim, Filosofia
title Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
spellingShingle Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
Gomes, Daniele
Memes
Ensino
Filosofia
Educação
title_short Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
title_full Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
title_fullStr Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
title_full_unstemmed Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
title_sort Memes with concepts of more than two thousand years: Anyway, Philosophy: Enfim, Filosofia
author Gomes, Daniele
author_facet Gomes, Daniele
Romanazzi Freire, Carolina
author_role author
author2 Romanazzi Freire, Carolina
author2_role author
dc.contributor.author.fl_str_mv Gomes, Daniele
Romanazzi Freire, Carolina
dc.subject.por.fl_str_mv Memes
Ensino
Filosofia
Educação
topic Memes
Ensino
Filosofia
Educação
description The present article aims to discuss theoretically the didactic possibilities the presence of the textual genre meme (DAWKINS, 1978) as an intercessor (DELEUZE, 2013) viable to support the didactic material in the teaching of Philosophy in basic education. If we think of Philosophy as a critical-creative experience of thought and not as uncritically reproduced content, we must reflect on how the encounter with different discourses can be intensifying with regard to philosophical knowledge. Since memes are forms of communication created from everyday situations and with a potentially creative form of language that can propose multiple readings on different topics, how can this resource be used by teachers in times of remote teaching and also, in person? What potential can we achieve when used strategically? Can they foster philosophical experiences? These are some of the questions mobilized to propose irreverence (KOHAN, 2013) as a category that collaborates to map the present (MASSCHELEIN, 2008) and the development of a philosophical perspective on the teaching of Philosophy.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.apps.uern.br/index.php/RTF/article/view/2568
10.25244/tf.v13i2.2568
url https://periodicos.apps.uern.br/index.php/RTF/article/view/2568
identifier_str_mv 10.25244/tf.v13i2.2568
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.apps.uern.br/index.php/RTF/article/view/2568/3161
dc.rights.driver.fl_str_mv Copyright (c) 2022 https://orcid.org/0000-0002-4949-0237, Carolina Romanazzi Freire
https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 https://orcid.org/0000-0002-4949-0237, Carolina Romanazzi Freire
https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado do Rio Grande do Norte - UERN
publisher.none.fl_str_mv Universidade do Estado do Rio Grande do Norte - UERN
dc.source.none.fl_str_mv Trilhas Filosóficas; v. 13 n. 2 (2020): Trilhas Filosóficas: DOSSIÊ AFROPERSPECTIVISMO E O ENSINO DE FILOSOFIA (v.13, n.2, 2020); 93-107
1984-5561
10.25244/tf.v13i2
reponame:Trilhas Filosóficas (Online)
instname:Universidade do Estado do Rio Grande do Norte (UERN)
instacron:UERN
instname_str Universidade do Estado do Rio Grande do Norte (UERN)
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reponame_str Trilhas Filosóficas (Online)
collection Trilhas Filosóficas (Online)
repository.name.fl_str_mv Trilhas Filosóficas (Online) - Universidade do Estado do Rio Grande do Norte (UERN)
repository.mail.fl_str_mv trilhasfilosoficas@uern.br || marcos_erico@yahoo.com.br
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