O MITO DA CAVERNA DE PLATÃO NO IMAGINÁRIO DOS PROFESSORES DE FILOSOFIA DO INSTITUTO FEDERAL DE EDUCAÇÃO CIÊNCIA E TECNOLOGIA DO MARANHÃO

• Autor(a) principal: PINHEIRO JUNIOR, José Antonio
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: http://tedebc.ufma.br:8080/jspui/handle/tede/11
• topic: imaginário; mito; devaneio; heurísticas; educação; imaginary; myth; daydream; heuristics; education; CIENCIAS HUMANAS::FILOSOFIA

This research was born out of our interest in the relationship that we establish between philosophy, myth and philosophy teaching. This is a study that seeks to understand how teachers of philosophy at the Federal Institute of Maranhão are teaching the myth of the cave to its high school students and how we can capture the imagery that arises in this educational process, since we believe that the allegory is a kind of metaphor for the teaching of philosophy itself because it is loaded with symbolism, is full of symbols, images and metaphors, and therefore, has a direct link with the philosophical educational practice. In this direction we decided to use the concept of imagination present in the Poetics of Reverie Bachelard as also the Theory of Imaginary Durand. First worked with notions of creative imagination, archetypes and daydreams. Latter work with the concepts of symbolic imagination and anthropological path. Given the symbolic richness of the allegory of Plato's cave made some analogies between its symbolism and imagery that developed by both Bachelard as in Durand. The methodology adopted Reading corresponded imaginary from heuristics that sought to map the images and memories that remain in the minds of teachers long before the myth of the cave. Where Bachelard operate with the pair rebound / resonance in order to know if the myth of the cave still causes some enchantment among teachers. From the perspective of the theory of Durand seek to know which regimen images of teachers are those arising influences, whether by day or night regime. Data analysis showed that on one hand the myth of the cave has been used in philosophy classes as well as the IFMA showed that relate to the philosophy and myth teachers set philosophy as a combat activity, brightness and criticality. However, the analysis of the images showed an imaginary governed by the hegemony of the daytime by the presence of images of light, fire and the sun. Therefore, the results we have seen that the archetype or myth of the hero appears in allegory of the cave and euphemizes the individual functions of the philosopher who should be fighting, endurance, suffering, pain and perhaps even death to return to the cave.