Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15157 |
Resumo: | The present study analyses the teaching of Philosophy and its relationship with the PIBID, seeking to comprehend the implications of the Institutional Program of Scholarship for Teaching Initiation – PIBID in the process of teaching of the Philosophy discipline in the secondary level. In this study it is intended the understanding to what extent the PIBID Philosophy appropriate itself of a Philosophy of the teaching of Philosophy, which has the potential to product significant effects for the students’ lives. It aims to understand the Philosophy and youth culture mediated by the actions of PIBID, so that the teaching of Philosophy is connected with the desires of the young, using, for this, the qualitative approach through bibliographic review. It is intended to examine how much the teaching practices exhibited in the PIBID Philosophy publications are pertinent to the cultural universe of the young person who attends secondary school today, as well as to analyze the teaching practices described by the subprojects PIBID Philosophy to understand if they are significant to the young person and in what proportion they present the potential to contribute to the reflection on their daily life. The corpus of research is constituted by the publications of the subprojects PIBID Philosophy, which narrate the theoretical investigations and the proposed actions for the teaching of Philosophy. With the intention of understanding what is essential to the teaching of Philosophy, the publications that present the theoreticalpractical reflections selected for analysis were classified into three categories. The first category attributes the identity of the teaching of Philosophy as derivative from the methodology adopted. The second considers that the teaching of Philosophy is defined by the contents chosen and the third bet that the teaching of Philosophy reaches its objectives when it has meaning for the young, independent of contents or methodologies. In the analyzes of the publications of the subprojects, it is verified that the PIBID Philosophy, through researches on the Philosophy of Teaching Philosophy, proposes conventional and unconventional activities that reject a teaching focused on the reproduction and the mechanical transmission of knowledge. Drawing on other areas of knowledge, the PIBID subprojects value interdisciplinarity so that the Philosophy makes sense for the young person, helping them to understand their experiences through a philosophical education. The PIBID contributes to the Philosophy class being philosophical, that is, that provides activities that allow the student to philosophize. Coherent with the performed research, it is concluded that the PIBID Philosophy develops a task which has been breaking resistances regarding the education model that prevents creative and problematizing thinking. The PIBID runs agaisnt the transmission and reproduction of knowledge and collaborates with the teaching of Philosophy in the school by creating new flows that give the young the possibility of daily problematizing the reality, their world, of understanding their experiences through Philosophy. |
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2018-12-20T20:59:17Z2018-12-20T20:59:17Z2017-12-18http://repositorio.ufsm.br/handle/1/15157The present study analyses the teaching of Philosophy and its relationship with the PIBID, seeking to comprehend the implications of the Institutional Program of Scholarship for Teaching Initiation – PIBID in the process of teaching of the Philosophy discipline in the secondary level. In this study it is intended the understanding to what extent the PIBID Philosophy appropriate itself of a Philosophy of the teaching of Philosophy, which has the potential to product significant effects for the students’ lives. It aims to understand the Philosophy and youth culture mediated by the actions of PIBID, so that the teaching of Philosophy is connected with the desires of the young, using, for this, the qualitative approach through bibliographic review. It is intended to examine how much the teaching practices exhibited in the PIBID Philosophy publications are pertinent to the cultural universe of the young person who attends secondary school today, as well as to analyze the teaching practices described by the subprojects PIBID Philosophy to understand if they are significant to the young person and in what proportion they present the potential to contribute to the reflection on their daily life. The corpus of research is constituted by the publications of the subprojects PIBID Philosophy, which narrate the theoretical investigations and the proposed actions for the teaching of Philosophy. With the intention of understanding what is essential to the teaching of Philosophy, the publications that present the theoreticalpractical reflections selected for analysis were classified into three categories. The first category attributes the identity of the teaching of Philosophy as derivative from the methodology adopted. The second considers that the teaching of Philosophy is defined by the contents chosen and the third bet that the teaching of Philosophy reaches its objectives when it has meaning for the young, independent of contents or methodologies. In the analyzes of the publications of the subprojects, it is verified that the PIBID Philosophy, through researches on the Philosophy of Teaching Philosophy, proposes conventional and unconventional activities that reject a teaching focused on the reproduction and the mechanical transmission of knowledge. Drawing on other areas of knowledge, the PIBID subprojects value interdisciplinarity so that the Philosophy makes sense for the young person, helping them to understand their experiences through a philosophical education. The PIBID contributes to the Philosophy class being philosophical, that is, that provides activities that allow the student to philosophize. Coherent with the performed research, it is concluded that the PIBID Philosophy develops a task which has been breaking resistances regarding the education model that prevents creative and problematizing thinking. The PIBID runs agaisnt the transmission and reproduction of knowledge and collaborates with the teaching of Philosophy in the school by creating new flows that give the young the possibility of daily problematizing the reality, their world, of understanding their experiences through Philosophy.O presente estudo analisa o ensino de Filosofia e a sua relação com o PIBID, buscando compreender as implicações do Programa Institucional de Bolsas de Iniciação à Docência - PIBID no processo de ensino da disciplina de Filosofia no nível médio. Neste estudo, pretende-se entender em que medida o PIBID Filosofia apropriase de uma Filosofia do ensino de Filosofia, que apresente potencialidade para produzir efeitos significativos para a vida dos estudantes. Objetiva-se compreender a Filosofia e cultura juvenil mediadas pelas ações do PIBID, para que o ensino de Filosofia seja conectado com os desejos dos jovens, utilizando-se, para tal, a abordagem qualitativa através de revisão bibliográfica. Pretende-se examinar o quanto as práticas de ensino expostas nas publicações PIBID Filosofia são pertinentes ao universo cultural do jovem que frequenta o ensino médio atualmente, assim como analisar as práticas de ensino descritas pelos subprojetos PIBID Filosofia para compreender se elas são significativas ao jovem e em que proporção apresentam potencial para contribuir quanto à reflexão sobre o seu cotidiano. O corpus de pesquisa constitui-se pelas publicações dos subprojetos PIBID Filosofia, que narram as investigações teóricas e as ações propostas para o ensino de Filosofia. Com a intenção de entender o que é essencial ao ensino de Filosofia, as publicações que expõem as reflexões teóricopráticas selecionadas para análise foram classificadas em três categorias. A primeira categoria atribui a identidade do ensino de Filosofia como proveniente da metodologia adotada. A segunda considera que o ensino de Filosofia define-se pelos conteúdos escolhidos e a terceira aposta que o ensino de Filosofia atinge os seus objetivos quando tem sentido para o jovem, independente de conteúdos ou metodologias. Nas análises das publicações dos subprojetos, contata-se que o PIBID Filosofia, através de pesquisas sobre a Filosofia do Ensino de Filosofia, propõe atividades convencionais e não convencionais que rejeitam um ensino voltado para a reprodução e a transmissão mecânica de conhecimentos. Valendo-se de outras áreas do saber, os subprojetos PIBID valorizam a interdisciplinaridade para que a Filosofia tenha sentido para o jovem, contribuindo para que eles possam compreender as suas vivências através de uma educação filosófica. O PIBID contribui para que a aula de Filosofia seja filosófica, isto é, que proporcione atividades que permitam ao estudante filosofar. Coerente com a pesquisa realizada, conclui-se que o PIBID Filosofia desenvolve um trabalho que vem quebrando resistências com relação ao modelo de educação que impede o pensar criativo e problematizador. O PIBID coloca-se contrário à transmissão e à reprodução de conhecimentos e colabora com o ensino de Filosofia na escola ao criar novos fluxos que proporcionem ao jovem a possibilidade de, cotidianamente, problematizar a realidade, o seu mundo, de compreender as suas vivências através da Filosofia.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de filosofiaPIBIDCultura juvenilTeaching of philosophyYouth cultureCNPQ::CIENCIAS HUMANAS::EDUCACAORepercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médioRepercussions of the Institutional Program of Scholarship for Teaching Initiation – PIBID – for Philosophy in the high schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Maamari, Adriana Mattarhttp://lattes.cnpq.br/5707827597161294Fávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Kronbauer, Luiz Gilbertohttp://lattes.cnpq.br/9231065813001096Oliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085http://lattes.cnpq.br/1222676044476889Gonçalves, Rita de Cassia Sant´ Anna de Athayde7008000000066002c98d0c2-4b5c-41cc-9964-ae607a90d738b3c41542-a058-49f6-b80a-ceb5458e0d9b57bd50ca-4027-4271-a155-3bfc6f67a906f08ee95a-8f66-44b3-a76e-370b68fae2cdd496e0f8-c386-4e07-8829-39779dc5217a21504630-b88c-4afe-88a4-180eae1bdf3dreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_GONCALVES_RITA.pdfTES_PPGEDUCACAO_2017_GONCALVES_RITA.pdfTese de Doutoradoapplication/pdf1764547http://repositorio.ufsm.br/bitstream/1/15157/1/TES_PPGEDUCACAO_2017_GONCALVES_RITA.pdfa984a47b47f672ae13c863fd1d31bb19MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
dc.title.alternative.eng.fl_str_mv |
Repercussions of the Institutional Program of Scholarship for Teaching Initiation – PIBID – for Philosophy in the high school |
title |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
spellingShingle |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio Gonçalves, Rita de Cassia Sant´ Anna de Athayde Ensino de filosofia PIBID Cultura juvenil Teaching of philosophy Youth culture CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
title_full |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
title_fullStr |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
title_full_unstemmed |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
title_sort |
Repercussões do Programa Institucional de Bolsa de Iniciação à Docência - PIBID - para a Filosofia no ensino médio |
author |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
author_facet |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Maamari, Adriana Mattar |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5707827597161294 |
dc.contributor.referee2.fl_str_mv |
Fávero, Altair Alberto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5866881378328643 |
dc.contributor.referee3.fl_str_mv |
Kronbauer, Luiz Gilberto |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9231065813001096 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1222676044476889 |
dc.contributor.author.fl_str_mv |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
contributor_str_mv |
Cunha, Jorge Luiz da Maamari, Adriana Mattar Fávero, Altair Alberto Kronbauer, Luiz Gilberto Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Ensino de filosofia PIBID Cultura juvenil |
topic |
Ensino de filosofia PIBID Cultura juvenil Teaching of philosophy Youth culture CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching of philosophy Youth culture |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study analyses the teaching of Philosophy and its relationship with the PIBID, seeking to comprehend the implications of the Institutional Program of Scholarship for Teaching Initiation – PIBID in the process of teaching of the Philosophy discipline in the secondary level. In this study it is intended the understanding to what extent the PIBID Philosophy appropriate itself of a Philosophy of the teaching of Philosophy, which has the potential to product significant effects for the students’ lives. It aims to understand the Philosophy and youth culture mediated by the actions of PIBID, so that the teaching of Philosophy is connected with the desires of the young, using, for this, the qualitative approach through bibliographic review. It is intended to examine how much the teaching practices exhibited in the PIBID Philosophy publications are pertinent to the cultural universe of the young person who attends secondary school today, as well as to analyze the teaching practices described by the subprojects PIBID Philosophy to understand if they are significant to the young person and in what proportion they present the potential to contribute to the reflection on their daily life. The corpus of research is constituted by the publications of the subprojects PIBID Philosophy, which narrate the theoretical investigations and the proposed actions for the teaching of Philosophy. With the intention of understanding what is essential to the teaching of Philosophy, the publications that present the theoreticalpractical reflections selected for analysis were classified into three categories. The first category attributes the identity of the teaching of Philosophy as derivative from the methodology adopted. The second considers that the teaching of Philosophy is defined by the contents chosen and the third bet that the teaching of Philosophy reaches its objectives when it has meaning for the young, independent of contents or methodologies. In the analyzes of the publications of the subprojects, it is verified that the PIBID Philosophy, through researches on the Philosophy of Teaching Philosophy, proposes conventional and unconventional activities that reject a teaching focused on the reproduction and the mechanical transmission of knowledge. Drawing on other areas of knowledge, the PIBID subprojects value interdisciplinarity so that the Philosophy makes sense for the young person, helping them to understand their experiences through a philosophical education. The PIBID contributes to the Philosophy class being philosophical, that is, that provides activities that allow the student to philosophize. Coherent with the performed research, it is concluded that the PIBID Philosophy develops a task which has been breaking resistances regarding the education model that prevents creative and problematizing thinking. The PIBID runs agaisnt the transmission and reproduction of knowledge and collaborates with the teaching of Philosophy in the school by creating new flows that give the young the possibility of daily problematizing the reality, their world, of understanding their experiences through Philosophy. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-18 |
dc.date.accessioned.fl_str_mv |
2018-12-20T20:59:17Z |
dc.date.available.fl_str_mv |
2018-12-20T20:59:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15157 |
url |
http://repositorio.ufsm.br/handle/1/15157 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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UFSM |
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Repositório Institucional Manancial UFSM |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
ouvidoria@ufsm.br |
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1808854719161958400 |