Contribuições filosóficas a partir da utilização de mitos em atividades pedagógicas

• Autor(a) principal: Silva, Ana Maria Siqueira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12398
• topic: Mito; Poesia; Mito; Filosofia; Myth; Poetry; Myth; Philosophy; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The following work attempts to demonstrate the possibility of philosophical contributions from using poetry and myth as transforming agents of pedagogical practices. First, we discuss the importance of greek myths on the constitution of western culture based on some of the works of Jean Pierre Vernant. However the centrality of the first part constitutes itself as an attempt to demonstrate how mythology participates in the birth of the Polis, of the poets and popular sayings of its own oral culture by the means of identifying passages in Nichomachean Ethics, in which Aristotle uses myths in his arguings, because it comes from the assumption that myths represent an important role in the philosophy of the stagirita. In the second chapter a brief history of the teaching of philosophy in Brazil was presented, presenting challenges and possibilities, such as the teaching of philosophy for children and young people and the association between philosophy and literature in favor of teaching. Also, in the second chapter was presented a more specific study of the corpus chosen to support the practical part of the research, Hesiod's Theogony, a poem whose structure makes clear the oral tradition and the way the Greeks conceived the world. Based on Roger Chartier, who addresses issues related to the reader's relationship to writing, Candido and Todorov, who advocate respectively the right to literature and the arts for minorities, reading as enjoyment and the possibility of a more coherent world view. As well as Umberto Eco, who supports the use of media to facilitate the access of young people to the great authors. I intended to present the possibility of pedagogical activities based on Hesiod's work. The third chapter presents the report of the intervention carried out at Brice Francisco Cordeiro Municipal School through some categories chosen for analysis, as well as the identification of philosophical contributions from the experiences. The educational products of this research are the elaborated didactic sequence, as well as the discussions themselves from the classes.