Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18650 |
Resumo: | The present Master's dissertation is part of the Post Graduation Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). It belongs to Research Line 2 of this program, to be specific, Educational Public Policies, Educational Practices and their Interfaces. The research focuses on analyzing the discourse of Academic Projects and Reports produced by students who were attending Supervised Academic Internship in Philosophy I and II (ECS I and II) at UFSM during the years 2007 to 2016. The analysis considers Michel Foucault's theoretical and methodological perspective. We intended to understand and explore discourses, within the ambit of academic tradition, that led the trainees (prospective teachers at that time) to the process of subjectification and, consequently, to the practices of learning and teaching Philosophy. The paper seeks to answer the question: “What are the effects produced by discursive formations on Philosophy and teaching on the UFSM Philosophy trainee's subjectivation process?”. For the development of the research we used the genealogical studies of Foucault. According to his studies we pursued to understand and identify the relations of knowledge and power that are present in the discursive formations on Philosophy and philosophizing act. We examined the ECS interns’ Academic Projects and Reports for this purpose. Our results show that the teachers graduated in Philosophy from UFSM experience philosophy based on the exegesis of classical texts and on the history of Western philosophical thought through practices inherited from the Uspian French structural method. We hypothesize that this cultural background does not contribute to the formation of teachers who can philosophize, in other words, teachers who have experience in philosophizing and creating concepts about things. However, we show that the heritage is not hegemonic as there are possibilities for renewal of this academic tradition. |
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Manancial - Repositório Digital da UFSM |
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Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSMSupervised academic internship in philosophy and its dimensions: the genealogy of philosophical formation at UFSMEstágio curricular supervisionado em FilosofiaEnsino de filosofiaProcessos de subjetivaçãoEstagiárias/os de filosofiaAnálise de discursoSupervised curricular internship in PhilosophyTeaching philosophySubjectivation processesPhilosophy traineesSpeech analysisCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present Master's dissertation is part of the Post Graduation Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). It belongs to Research Line 2 of this program, to be specific, Educational Public Policies, Educational Practices and their Interfaces. The research focuses on analyzing the discourse of Academic Projects and Reports produced by students who were attending Supervised Academic Internship in Philosophy I and II (ECS I and II) at UFSM during the years 2007 to 2016. The analysis considers Michel Foucault's theoretical and methodological perspective. We intended to understand and explore discourses, within the ambit of academic tradition, that led the trainees (prospective teachers at that time) to the process of subjectification and, consequently, to the practices of learning and teaching Philosophy. The paper seeks to answer the question: “What are the effects produced by discursive formations on Philosophy and teaching on the UFSM Philosophy trainee's subjectivation process?”. For the development of the research we used the genealogical studies of Foucault. According to his studies we pursued to understand and identify the relations of knowledge and power that are present in the discursive formations on Philosophy and philosophizing act. We examined the ECS interns’ Academic Projects and Reports for this purpose. Our results show that the teachers graduated in Philosophy from UFSM experience philosophy based on the exegesis of classical texts and on the history of Western philosophical thought through practices inherited from the Uspian French structural method. We hypothesize that this cultural background does not contribute to the formation of teachers who can philosophize, in other words, teachers who have experience in philosophizing and creating concepts about things. However, we show that the heritage is not hegemonic as there are possibilities for renewal of this academic tradition.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA presente dissertação de mestrado, vinculada ao Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM) integra a Linha de Pesquisa 2 deste programa, a saber, Políticas Públicas Educacionais, Práticas Educativas e suas Interfaces. Seu objetivo foi realizar análise de discurso, considerando a perspectiva teórico-metodológica de Michel Foucault, de Projetos e Relatórios de Estágio produzidos por estagiárias e estagiários nas disciplinas de Estágio Curricular Supervisionado I e II (ECS I e II), do Curso de Licenciatura em Filosofia da UFSM, entre os anos de 2007 a 2016. Buscamos compreender e problematizar discursos que concorreram, na ordem de uma tradição formativa, para os processos de subjetivação de professoras-estagiárias e professores-estagiários, conduzindo-as a práticas de aprender e ensinar filosofia. Como questão de pesquisa definimos: “que efeitos as formações discursivas sobre filosofia e ensino produzem nos processos de subjetivação das/dos professoras/es estagiárias/os de filosofia formadas/es pela UFSM?”. Orientamo-nos, no desenvolvimento desta pesquisa, pelos estudos genealógicos foucaultianos, de modo a buscar compreender e identificar as relações de saber-poder que se inscrevem nas formações discursivas sobre filosofia e filosofar presentes nos Projetos e Relatórios de ECS das/dos estagiárias/os. Com isso, chegamos à conclusão de que o Curso de Licenciatura em Filosofia desta universidade, a partir de práticas herdadas do método estrutural francês uspiano, produz professores e professoras que experenciam a filosofia com base na explicação exegética de textos clássicos e na história do pensamento filosófico ocidental. Nossa hipótese é de que esta herança tem provocado interdições à condução de uma formação que se oriente para a produção de professores-filósofos e professoras-filósofas. Isto é, professoras e professores que tenham experiências com o filosofar e com a criação de conceitos. Contudo, mostraremos que essa herança não é hegemônica, existindo brechas e aberturas que são produzidas nas margens e nas dobras dessa tradição formativa.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoTomazetti, Elisete Medianeirahttp://lattes.cnpq.br/3942924352722374Gallo, Silvio Donizetti de Oliveirahttp://lattes.cnpq.br/3808560029763904Gallina, Simone Freitas da Silvahttp://lattes.cnpq.br/1717938652418471Ribas, Jéssica Erd2019-10-23T12:27:40Z2019-10-23T12:27:40Z2019-07-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/18650porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-30T12:34:17Zoai:repositorio.ufsm.br:1/18650Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-30T12:34:17Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM Supervised academic internship in philosophy and its dimensions: the genealogy of philosophical formation at UFSM |
title |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
spellingShingle |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM Ribas, Jéssica Erd Estágio curricular supervisionado em Filosofia Ensino de filosofia Processos de subjetivação Estagiárias/os de filosofia Análise de discurso Supervised curricular internship in Philosophy Teaching philosophy Subjectivation processes Philosophy trainees Speech analysis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
title_full |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
title_fullStr |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
title_full_unstemmed |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
title_sort |
Estágio curricular supervisonado em filosofia e suas dobras: uma genealogia da formação filosófica na UFSM |
author |
Ribas, Jéssica Erd |
author_facet |
Ribas, Jéssica Erd |
author_role |
author |
dc.contributor.none.fl_str_mv |
Tomazetti, Elisete Medianeira http://lattes.cnpq.br/3942924352722374 Gallo, Silvio Donizetti de Oliveira http://lattes.cnpq.br/3808560029763904 Gallina, Simone Freitas da Silva http://lattes.cnpq.br/1717938652418471 |
dc.contributor.author.fl_str_mv |
Ribas, Jéssica Erd |
dc.subject.por.fl_str_mv |
Estágio curricular supervisionado em Filosofia Ensino de filosofia Processos de subjetivação Estagiárias/os de filosofia Análise de discurso Supervised curricular internship in Philosophy Teaching philosophy Subjectivation processes Philosophy trainees Speech analysis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Estágio curricular supervisionado em Filosofia Ensino de filosofia Processos de subjetivação Estagiárias/os de filosofia Análise de discurso Supervised curricular internship in Philosophy Teaching philosophy Subjectivation processes Philosophy trainees Speech analysis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present Master's dissertation is part of the Post Graduation Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). It belongs to Research Line 2 of this program, to be specific, Educational Public Policies, Educational Practices and their Interfaces. The research focuses on analyzing the discourse of Academic Projects and Reports produced by students who were attending Supervised Academic Internship in Philosophy I and II (ECS I and II) at UFSM during the years 2007 to 2016. The analysis considers Michel Foucault's theoretical and methodological perspective. We intended to understand and explore discourses, within the ambit of academic tradition, that led the trainees (prospective teachers at that time) to the process of subjectification and, consequently, to the practices of learning and teaching Philosophy. The paper seeks to answer the question: “What are the effects produced by discursive formations on Philosophy and teaching on the UFSM Philosophy trainee's subjectivation process?”. For the development of the research we used the genealogical studies of Foucault. According to his studies we pursued to understand and identify the relations of knowledge and power that are present in the discursive formations on Philosophy and philosophizing act. We examined the ECS interns’ Academic Projects and Reports for this purpose. Our results show that the teachers graduated in Philosophy from UFSM experience philosophy based on the exegesis of classical texts and on the history of Western philosophical thought through practices inherited from the Uspian French structural method. We hypothesize that this cultural background does not contribute to the formation of teachers who can philosophize, in other words, teachers who have experience in philosophizing and creating concepts about things. However, we show that the heritage is not hegemonic as there are possibilities for renewal of this academic tradition. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-23T12:27:40Z 2019-10-23T12:27:40Z 2019-07-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18650 |
url |
http://repositorio.ufsm.br/handle/1/18650 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922154033709056 |