School philosophy and health: an investigation beyond common sense
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v12i1.14404 |
Resumo: | The way philosophy is taught in school does not include dialogue with health, which is a gap in the philosophy-teaching-health relationship. Thus, the present research seeks to answer the following research question: How can the teaching of school philosophy become a field of reflections favorable to health promotion? The working hypothesis proposes that a defragmented teaching of philosophy in the high school, of holistic character, would have the potential to promote debates on health as a quality of life. Thus, the general objective of the study is to investigate the potentiality of teaching scholar philosophy in interface with health. The methodology employed, as a resource of qualitative analysis, is anchored in the data triangulation model, combining the empirical approaches brought by the interviews and observations, critical readings of legal, curricular and pedagogical documents pertinent to the problem and the theoretical-conceptual plan, which contemplates Foulcault’s notion of “clinic”, Merleau-Ponty’s idea of “corporeality,” and the concept of “health” according to Almeida-Filho and Ferguson, in a holistic and transdisciplinary perspective. Preliminary results indicate that this vision is not yet significantly adopted by teachers in theoretical and practical terms, constituting an important gap in the research field. |
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School philosophy and health: an investigation beyond common senseFilosofia escolar e saúde: uma investigação para além do senso comumThe way philosophy is taught in school does not include dialogue with health, which is a gap in the philosophy-teaching-health relationship. Thus, the present research seeks to answer the following research question: How can the teaching of school philosophy become a field of reflections favorable to health promotion? The working hypothesis proposes that a defragmented teaching of philosophy in the high school, of holistic character, would have the potential to promote debates on health as a quality of life. Thus, the general objective of the study is to investigate the potentiality of teaching scholar philosophy in interface with health. The methodology employed, as a resource of qualitative analysis, is anchored in the data triangulation model, combining the empirical approaches brought by the interviews and observations, critical readings of legal, curricular and pedagogical documents pertinent to the problem and the theoretical-conceptual plan, which contemplates Foulcault’s notion of “clinic”, Merleau-Ponty’s idea of “corporeality,” and the concept of “health” according to Almeida-Filho and Ferguson, in a holistic and transdisciplinary perspective. Preliminary results indicate that this vision is not yet significantly adopted by teachers in theoretical and practical terms, constituting an important gap in the research field.La forma en que se enseña filosofía en la escuela no aborda diálogo com la salud, que es una brecha en la relación filosofía-enseñanza-salud. Así, la presente investigación busca responder la siguiente pregunta de investigación: ¿Cómo puede la enseñanza de la filosofía escolar convertirse en un campo de reflexiones favorable a la promoción de la salud? La hipótesis de trabajo propone que una enseñanza desfragmentada de filosofía en la escuela, de carácter holístico, podría promover debates sobre la salud como calidad de vida. Así, el objetivo general del estúdio es investigar la potencialidad de la enseñanza de la filosofía escolar em interfaz com la salud. La metodología empleada, como recurso de análisis cualitativo, está anclada en el modelo de triangulación de datos, combinando los enfoques empíricos aportados por las entrevistas y observaciones, lecturas críticas de documentos legales, curriculares y pedagógicos pertinentes al problema y el plan teórico-conceptual, que contempla la noción de “clínica” de Foulcault, la idea de “corporeidad” de Merleau-Ponty y el concepto de “salud” según Almeida-Filho y Ferguson, en una perspectiva holística y transdisciplinaria. Los resultados preliminares indican que los docentes aún no han adoptado de manera significativa este punto de vista en términos teóricos y prácticos, lo que constituye una brecha importante en el campo de la investigación.A maneira como a filosofia é ensinada na escola não contempla o diálogo com a saúde, o que constitui uma lacuna na relação filosofia-ensino-saúde. Dessa forma, a presente pesquisa procura responder à seguinte pergunta de investigação: Como o ensino da filosofia escolar pode tornar-se um campo de reflexões favoráveis à promoção da saúde? A hipótese de trabalho propõe que um ensino desfragmentado da filosofia na escola básica, de caráter holístico, teria o potencial de promover debates sobre a saúde como qualidade de vida. Dessa forma, o objetivo geral do estudo é investigar a potencialidade do ensino da Filosofia escolar em interface com a saúde. A metodologia empregada, como recurso de análise qualitativa, está ancorada no modelo de triangulação de dados, conjugando os enfoques empíricos trazidos pelas entrevistas e observações, leituras críticas de documentos legais, curriculares e pedagógicos pertinentes ao problema e o plano teórico-conceitual, que contempla a noção foulcaultiana da “clinica”, a ideia de “corporeidade”, de Merleau-Ponty, e o conceito de “saúde” segundo Almeida-Filho e Ferguson, numa perspectiva holística e transdisciplinar. Os resultados preliminares indicam que tal ponto de vista ainda não é significativamente adotado pelos professores em termos teóricos e práticos, constituindo uma importante lacuna no campo de pesquisa.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i1.14404https://doi.org/10.34624/id.v12i1.14404Indagatio Didactica; Vol 12 No 1 (2020); 25-37Indagatio Didactica; Vol. 12 Núm. 1 (2020); 25-37Indagatio Didactica; Vol. 12 No 1 (2020); 25-37Indagatio Didactica; vol. 12 n.º 1 (2020); 25-371647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/14404https://proa.ua.pt/index.php/id/article/view/14404/9841Beraldi, Gabriel Moreirade Queiroz, Paulo Piresinfo:eu-repo/semantics/openAccess2023-09-22T10:18:36Zoai:proa.ua.pt:article/14404Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:24.447589Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
School philosophy and health: an investigation beyond common sense Filosofia escolar e saúde: uma investigação para além do senso comum |
title |
School philosophy and health: an investigation beyond common sense |
spellingShingle |
School philosophy and health: an investigation beyond common sense Beraldi, Gabriel Moreira |
title_short |
School philosophy and health: an investigation beyond common sense |
title_full |
School philosophy and health: an investigation beyond common sense |
title_fullStr |
School philosophy and health: an investigation beyond common sense |
title_full_unstemmed |
School philosophy and health: an investigation beyond common sense |
title_sort |
School philosophy and health: an investigation beyond common sense |
author |
Beraldi, Gabriel Moreira |
author_facet |
Beraldi, Gabriel Moreira de Queiroz, Paulo Pires |
author_role |
author |
author2 |
de Queiroz, Paulo Pires |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Beraldi, Gabriel Moreira de Queiroz, Paulo Pires |
description |
The way philosophy is taught in school does not include dialogue with health, which is a gap in the philosophy-teaching-health relationship. Thus, the present research seeks to answer the following research question: How can the teaching of school philosophy become a field of reflections favorable to health promotion? The working hypothesis proposes that a defragmented teaching of philosophy in the high school, of holistic character, would have the potential to promote debates on health as a quality of life. Thus, the general objective of the study is to investigate the potentiality of teaching scholar philosophy in interface with health. The methodology employed, as a resource of qualitative analysis, is anchored in the data triangulation model, combining the empirical approaches brought by the interviews and observations, critical readings of legal, curricular and pedagogical documents pertinent to the problem and the theoretical-conceptual plan, which contemplates Foulcault’s notion of “clinic”, Merleau-Ponty’s idea of “corporeality,” and the concept of “health” according to Almeida-Filho and Ferguson, in a holistic and transdisciplinary perspective. Preliminary results indicate that this vision is not yet significantly adopted by teachers in theoretical and practical terms, constituting an important gap in the research field. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v12i1.14404 https://doi.org/10.34624/id.v12i1.14404 |
url |
https://doi.org/10.34624/id.v12i1.14404 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/14404 https://proa.ua.pt/index.php/id/article/view/14404/9841 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 12 No 1 (2020); 25-37 Indagatio Didactica; Vol. 12 Núm. 1 (2020); 25-37 Indagatio Didactica; Vol. 12 No 1 (2020); 25-37 Indagatio Didactica; vol. 12 n.º 1 (2020); 25-37 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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