Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia?
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
Texto Completo: | https://repositorio.ufersa.edu.br/handle/prefix/6771 |
Resumo: | Our question appears from an intimate agitation, from the anguish that frightens those who dedicate themselves profoundly to a task. This agitation, when it appears, does not relate to any specific aspect of the task. In our case, the philosophy teacher’s job, what worries is not what content must be applied over what methods and teaching techniques. It is not the didactic that leaves us unsettled, neither the definition of the philosophy’s curriculum to be applied in schools. It is also not up to us to ask teachers a modus operandi in the classroom. All these things are exceedingly necessary to the teaching gesture. And all these worries, amongst other things that arise in the daily routine and the classroom, to the teacher concerns. What moves us, whether we notice or not, is that each student who crosses the classroom door asks the following question: what it means to be a teacher? Thus, we comprehend this question as a radical one, since it leads us to the foundations of who we are. In this bibliographic theoretical research, where the main question makes it present in the title, we investigate the relation between the teacher’s work, the study of the philosophic tradition, and its disciplinary development in the classroom. These aspects do not oppose themselves, on the contrary, they belong to each other. To achieve this main goal, we disposed at first a state of the art, where we studied the contemporary Brazilian productions about the teacher-philosopher, followed by a dissertated chapter divided into four sections, where we discuss sequentially: a) The language’s fundamental question; b) The deconstruction of the subject through writing; c) The teaching of philosophy as recipience, hospitality; d) The philosophy teachers’ work as ethical-political engagement. As a theoretical foundation, we critically discussed Jacques Derrida (2017), Martin Heidegger (2012), Peter Sloterdijk (2018), Lopes e Macedo (2011), Jorge Larrosa (2018) e Brayner de Farias (2018). If reason, the rationale being does not deplete the possibilities of being in the world, the interpretative manner that presents itself as a rigorous interpretation of the human being which its habitat is in language. Our most intimate evaluations and discourses on which we adhere without even notice are ties, traces, interpretative tessituras that build us while this or that in which we recognize as our name. And as to how these lines never stop intertwine, weave, cut, tore apart, and lock it, we can create other threads. The closure can be overcome by comprehending that the human being itself is language. We, teachers of philosophy, have the ethical responsibility to reinterpret things. Meaning is poiesis |
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Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia?FilosofiaAcolhimentoLinguagemÉtico-políticaPhilosophyRecipienceLanguageEthical-politicalCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMOur question appears from an intimate agitation, from the anguish that frightens those who dedicate themselves profoundly to a task. This agitation, when it appears, does not relate to any specific aspect of the task. In our case, the philosophy teacher’s job, what worries is not what content must be applied over what methods and teaching techniques. It is not the didactic that leaves us unsettled, neither the definition of the philosophy’s curriculum to be applied in schools. It is also not up to us to ask teachers a modus operandi in the classroom. All these things are exceedingly necessary to the teaching gesture. And all these worries, amongst other things that arise in the daily routine and the classroom, to the teacher concerns. What moves us, whether we notice or not, is that each student who crosses the classroom door asks the following question: what it means to be a teacher? Thus, we comprehend this question as a radical one, since it leads us to the foundations of who we are. In this bibliographic theoretical research, where the main question makes it present in the title, we investigate the relation between the teacher’s work, the study of the philosophic tradition, and its disciplinary development in the classroom. These aspects do not oppose themselves, on the contrary, they belong to each other. To achieve this main goal, we disposed at first a state of the art, where we studied the contemporary Brazilian productions about the teacher-philosopher, followed by a dissertated chapter divided into four sections, where we discuss sequentially: a) The language’s fundamental question; b) The deconstruction of the subject through writing; c) The teaching of philosophy as recipience, hospitality; d) The philosophy teachers’ work as ethical-political engagement. As a theoretical foundation, we critically discussed Jacques Derrida (2017), Martin Heidegger (2012), Peter Sloterdijk (2018), Lopes e Macedo (2011), Jorge Larrosa (2018) e Brayner de Farias (2018). If reason, the rationale being does not deplete the possibilities of being in the world, the interpretative manner that presents itself as a rigorous interpretation of the human being which its habitat is in language. Our most intimate evaluations and discourses on which we adhere without even notice are ties, traces, interpretative tessituras that build us while this or that in which we recognize as our name. And as to how these lines never stop intertwine, weave, cut, tore apart, and lock it, we can create other threads. The closure can be overcome by comprehending that the human being itself is language. We, teachers of philosophy, have the ethical responsibility to reinterpret things. Meaning is poiesisNossa questão surge de uma inquietação íntima, de uma angústia que apavora todo aquele que se dedica profundamente a uma tarefa. Essa inquietação, quando surge, não se refere a isso ou aquilo específico da tarefa. No nosso caso, o trabalho de professor (a) de filosofia, o que preocupa não são quais conteúdos devam ser aplicados com quais métodos e técnicas de ensino. Não é a didática que nos perturba; nem a definição da grade curricular de filosofia a ser aplicada nas escolas. Também não nos cabe cobrar do (a) professor (a) um modus operandi em sala de aula. Todas essas coisas são maximamente necessárias ao gesto docente. E é ao ser professor que se devem essas preocupações e todas as outras que nos aparecem no cotidiano e na sala de aula. O que nos toca é que, percebamos ou não, cada aluno que cruza a porta da sala de aula nos coloca essa questão: o que quer dizer ser professor? Assim, a compreendemos como uma questão radical, pois que se dirige aos fundamentos daquilo que acreditamos ser. Nesta pesquisa teórico bibliográfica, onde a questão principal se faz presente no título, investigamos o ofício de professor de filosofia em relação ao estudo da tradição filosófica e seu desdobramento disciplinar, ou seja, em sala de aula. Esses aspectos não se opõem, são, pelo contrário, co-pertencentes. Para atingir este objetivo geral dispusemos nosso escrito primeiramente em um estado da arte onde estudamos a produção brasileira atual sobre o professor-filósofo; seguido por uma seção dissertativa dividida em quatro seções, onde discutimos sequencialmente: a) A questão fundamental da linguagem; b) A desconstrução do sujeito pela escritura; c) A docência em filosofia como acolhimento, hospitalidade; d) O ofício do professor de filosofia como engajamento ético-político. Como fundamento teórico, problematizamos Jacques Derrida (2017), Martin Heidegger (2012), Peter Sloterdijk (2018), Lopes e Macedo (2011), Jorge Larrosa (2018) e Brayner de Farias (2018). Se a razão, o ser racional não esgota as possibilidades de ser no mundo, a via interpretativa que se mostra para uma interpretação rigorosa do ser humano é seu habitar na linguagem. Nossas avaliações mais íntimas e os discursos aos quais aderimos sem mesmo perceber são laços, traços, tessituras interpretativas que nos constitui enquanto esse ou essa que reconhecemos pelo nosso nome. E como esses fios nunca param de se entrelaçar, tecer, cortar, romper e trançar-se, podemos também criar outras tramas. A clausura pode ser superada pela compreensão de que o ser humano é ele próprio linguagem. Nós, docentes da filosofia, temos a responsabilidade ética para com a reinterpretação das coisas. Sentido é poiesisCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESUniversidade Federal Rural do Semi-ÁridoBrasilCentro de Ciências Sociais Aplicadas e Humanas - CCSAHUFERSAPrograma de Pós-Graduação em EnsinoSantos, Jean Mac Cole Tavares dos38482320300http://lattes.cnpq.br/4363681764477044Carvalho, Guilherme Paiva de52347290100http://lattes.cnpq.br/3595938663091810Zuben, Marcos de Camargo Von04259451898http://lattes.cnpq.br/9975045440893643Vasconcelos, José Gerardo26130637349http://lattes.cnpq.br/1590976796851445Souza, Carlos Miguel da Silva2021-12-15T10:39:39Z2021-03-192021-12-15T10:39:39Z2021-02-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSouza (2021) (SOUZA, 2021)https://repositorio.ufersa.edu.br/handle/prefix/6771porSOUZA, Carlos Miguel da Silva. Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? 2021. 78 f. Dissertação (Mestrado em Ensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2021.CC-BY-SAhttps://creativecommons.org/licenses/by-sa/4.0/info:eu-repo/semantics/openAccessreponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)instname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSA2023-11-20T21:56:19Zoai:repositorio.ufersa.edu.br:prefix/6771Repositório Institucionalhttps://repositorio.ufersa.edu.br/PUBhttps://repositorio.ufersa.edu.br/server/oai/requestrepositorio@ufersa.edu.br || admrepositorio@ufersa.edu.bropendoar:2023-11-20T21:56:19Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA)false |
dc.title.none.fl_str_mv |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
title |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
spellingShingle |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? Souza, Carlos Miguel da Silva Filosofia Acolhimento Linguagem Ético-política Philosophy Recipience Language Ethical-political CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
title_full |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
title_fullStr |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
title_full_unstemmed |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
title_sort |
Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? |
author |
Souza, Carlos Miguel da Silva |
author_facet |
Souza, Carlos Miguel da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Santos, Jean Mac Cole Tavares dos 38482320300 http://lattes.cnpq.br/4363681764477044 Carvalho, Guilherme Paiva de 52347290100 http://lattes.cnpq.br/3595938663091810 Zuben, Marcos de Camargo Von 04259451898 http://lattes.cnpq.br/9975045440893643 Vasconcelos, José Gerardo 26130637349 http://lattes.cnpq.br/1590976796851445 |
dc.contributor.author.fl_str_mv |
Souza, Carlos Miguel da Silva |
dc.subject.por.fl_str_mv |
Filosofia Acolhimento Linguagem Ético-política Philosophy Recipience Language Ethical-political CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
topic |
Filosofia Acolhimento Linguagem Ético-política Philosophy Recipience Language Ethical-political CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Our question appears from an intimate agitation, from the anguish that frightens those who dedicate themselves profoundly to a task. This agitation, when it appears, does not relate to any specific aspect of the task. In our case, the philosophy teacher’s job, what worries is not what content must be applied over what methods and teaching techniques. It is not the didactic that leaves us unsettled, neither the definition of the philosophy’s curriculum to be applied in schools. It is also not up to us to ask teachers a modus operandi in the classroom. All these things are exceedingly necessary to the teaching gesture. And all these worries, amongst other things that arise in the daily routine and the classroom, to the teacher concerns. What moves us, whether we notice or not, is that each student who crosses the classroom door asks the following question: what it means to be a teacher? Thus, we comprehend this question as a radical one, since it leads us to the foundations of who we are. In this bibliographic theoretical research, where the main question makes it present in the title, we investigate the relation between the teacher’s work, the study of the philosophic tradition, and its disciplinary development in the classroom. These aspects do not oppose themselves, on the contrary, they belong to each other. To achieve this main goal, we disposed at first a state of the art, where we studied the contemporary Brazilian productions about the teacher-philosopher, followed by a dissertated chapter divided into four sections, where we discuss sequentially: a) The language’s fundamental question; b) The deconstruction of the subject through writing; c) The teaching of philosophy as recipience, hospitality; d) The philosophy teachers’ work as ethical-political engagement. As a theoretical foundation, we critically discussed Jacques Derrida (2017), Martin Heidegger (2012), Peter Sloterdijk (2018), Lopes e Macedo (2011), Jorge Larrosa (2018) e Brayner de Farias (2018). If reason, the rationale being does not deplete the possibilities of being in the world, the interpretative manner that presents itself as a rigorous interpretation of the human being which its habitat is in language. Our most intimate evaluations and discourses on which we adhere without even notice are ties, traces, interpretative tessituras that build us while this or that in which we recognize as our name. And as to how these lines never stop intertwine, weave, cut, tore apart, and lock it, we can create other threads. The closure can be overcome by comprehending that the human being itself is language. We, teachers of philosophy, have the ethical responsibility to reinterpret things. Meaning is poiesis |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-15T10:39:39Z 2021-03-19 2021-12-15T10:39:39Z 2021-02-24 |
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 |
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Souza (2021) (SOUZA, 2021) https://repositorio.ufersa.edu.br/handle/prefix/6771 |
identifier_str_mv |
Souza (2021) (SOUZA, 2021) |
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https://repositorio.ufersa.edu.br/handle/prefix/6771 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
SOUZA, Carlos Miguel da Silva. Entre a tradição e a disciplina: o que há de filósofo no professor de filosofia? 2021. 78 f. Dissertação (Mestrado em Ensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2021. |
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CC-BY-SA https://creativecommons.org/licenses/by-sa/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
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Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA) |
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