Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27267 |
Resumo: | This work presents a study about the initial educational approach adopted by the Philosophy teacher, by introducing an analysis of the educational model used before the Curriculum Regulations and the Philosophy Courses Regulations, with the purpose of comparing the educational model of the Philosophy teachers and the current perspectives of changes in this initial education. It is also discussed an old problem of Philosophy which is the assumption that there is a difference between the philosophic activity and the teaching of Philosophy, or in other words, that there is a distinction between the philosophy teacher and the philosopher. The study also analyses the initial education of the Philosophy teachers by making interviews with the supervising teachers, to investigate the comprehension that they have about the initial education of the future teachers and to find out what is the profile for the licentiateships in Philosophy, after the Resolutions 1/2002 and 2/2002 were adopted. With this data, it is our intention to evaluate the challenges and perspectives of the Philosophy teacher today. Although, generally speaking, this theme is still being discussed and this discussion is not completed, we understand that a problem for the teaching of Philosophy in the secondary schools is in the form that the initial education is conducted, which is more directed towards the research than to the teaching methodology. There are no consistent discussions about a methodological approach to Philosophy by the majority of the supervising teachers or by the secondary schools teachers. The greater importance given to the research together with a lower status of the teaching has produced the lack of fundamental teaching pre-requisites, and this is specially true for Philosophy. This situation tends to be modified, because the Curriculum Regulations and the Resolutions, which have determined an increase of the class hours, have forced the supervising teachers to reflect about learning and teaching. Although they still express some restrictions, they are discussing the widening of the teachers pedagogical education. The creation of new propositions for the licentiateships in Philosophy is a matter that cannot wait much longer, because it is a request from the supervisors, worried not only with the development of the critical sense of the student. This is something that all subjects must do. What we really want is to increase the capacity of problematizing the reality and lead the student to the activity. |
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Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivasInitial education of philosophy teachers: a study about their situation and perspectivesEducaçãoEnsinoFilosofiaFormação de professoresCNPQ::CIENCIAS HUMANAS::EDUCACAOThis work presents a study about the initial educational approach adopted by the Philosophy teacher, by introducing an analysis of the educational model used before the Curriculum Regulations and the Philosophy Courses Regulations, with the purpose of comparing the educational model of the Philosophy teachers and the current perspectives of changes in this initial education. It is also discussed an old problem of Philosophy which is the assumption that there is a difference between the philosophic activity and the teaching of Philosophy, or in other words, that there is a distinction between the philosophy teacher and the philosopher. The study also analyses the initial education of the Philosophy teachers by making interviews with the supervising teachers, to investigate the comprehension that they have about the initial education of the future teachers and to find out what is the profile for the licentiateships in Philosophy, after the Resolutions 1/2002 and 2/2002 were adopted. With this data, it is our intention to evaluate the challenges and perspectives of the Philosophy teacher today. Although, generally speaking, this theme is still being discussed and this discussion is not completed, we understand that a problem for the teaching of Philosophy in the secondary schools is in the form that the initial education is conducted, which is more directed towards the research than to the teaching methodology. There are no consistent discussions about a methodological approach to Philosophy by the majority of the supervising teachers or by the secondary schools teachers. The greater importance given to the research together with a lower status of the teaching has produced the lack of fundamental teaching pre-requisites, and this is specially true for Philosophy. This situation tends to be modified, because the Curriculum Regulations and the Resolutions, which have determined an increase of the class hours, have forced the supervising teachers to reflect about learning and teaching. Although they still express some restrictions, they are discussing the widening of the teachers pedagogical education. The creation of new propositions for the licentiateships in Philosophy is a matter that cannot wait much longer, because it is a request from the supervisors, worried not only with the development of the critical sense of the student. This is something that all subjects must do. What we really want is to increase the capacity of problematizing the reality and lead the student to the activity.Este trabalho apresenta um estudo sobre a formação inicial do professore de Filosofia, introduzindo uma análise de modelo de formação anterior às Diretrizes Curriculares e as Diretrizes dos Cursos de Filosofia, com o intuito de se fazer um contraponto entre o modelo de formação de professores de Filosofia e as perspectivas atuais de mudança nesta formação inicial. Discute-se também um problema antigo da Filosofia sobre o preconceito que diferencia a atividade filosófica e ensino de Filosofia, ou seja, a distinção entre o professor de filosofia e o filósofo. O estudo faz, ainda, uma análise da formação inicial do professor de Filosofia a partir de entrevistas aplicadas aos professores formadores, para analisar a compreensão que estes têm da formação inicial dos futuros professores e qual o perfil para as licenciaturas em Filosofia, a partir da reforma curricular que está sendo desenvolvida a após a promulgação das Resoluções 1/2002 e 2/2002. Partindo destes dados, pretende-se abrir uma apreciação acerca dos desafios e perspectivas do professor de Filosofia hoje. Embora, de modo geral, este tema esteja sendo ainda discutido e em construção, entende-se que um dos problemas para a atuação docente em Filosofia no nível médio, esteja no modo como é conduzida a formação inicial, voltada muito mais para pesquisa do que para o ensino. Não há discussões consistentes sobre uma didática da Filosofia pela maioria dos professores formadores, assim como dos professores da escola média. A valorização da pesquisa em detrimento do ensino produz a falta de pré-requisitos fundamentais á docência e, especialmente para docência em Filosofia. Essa situação tende a se modificar, pois as Diretrizes Curriculares e as Resoluções, que determinam aumento carga horária, em certo sentido, forçaram os professores formadores a refletirem sobre a questão do ensino que, a despeito de colocarem muitas restrições, estão discutindo a ampliação da formação pedagógica dos professores. A criação de novas propostas para as licenciaturas em Filosofia é uma questão que não pode esperar mais, pois é uma exigência dos próprios formadores, preocupados não só com o desenvolvimento do senso crítico do aluno, pois isso todas as disciplinas devem fazer, mas, acima de tudo, com a capacidade de problematizar a realidade e levar o aluno à atividade de filosofar.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoTomazetti, Elisete Medianeirahttp://lattes.cnpq.br/3942924352722374Moraes, Amaury C.Cunha, Jorge L . daBellochio, ClaúdiaGonçalves, Rita de Cassia Sant´ Anna de Athayde2022-12-06T19:50:23Z2022-12-06T19:50:23Z2004-12-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/27267porAttribution-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:UFSM2022-12-06T19:50:23Zoai:repositorio.ufsm.br:1/27267Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-12-06T19:50:23Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas Initial education of philosophy teachers: a study about their situation and perspectives |
title |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
spellingShingle |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas Gonçalves, Rita de Cassia Sant´ Anna de Athayde Educação Ensino Filosofia Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
title_full |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
title_fullStr |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
title_full_unstemmed |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
title_sort |
Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas |
author |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
author_facet |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
author_role |
author |
dc.contributor.none.fl_str_mv |
Tomazetti, Elisete Medianeira http://lattes.cnpq.br/3942924352722374 Moraes, Amaury C. Cunha, Jorge L . da Bellochio, Claúdia |
dc.contributor.author.fl_str_mv |
Gonçalves, Rita de Cassia Sant´ Anna de Athayde |
dc.subject.por.fl_str_mv |
Educação Ensino Filosofia Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Ensino Filosofia Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work presents a study about the initial educational approach adopted by the Philosophy teacher, by introducing an analysis of the educational model used before the Curriculum Regulations and the Philosophy Courses Regulations, with the purpose of comparing the educational model of the Philosophy teachers and the current perspectives of changes in this initial education. It is also discussed an old problem of Philosophy which is the assumption that there is a difference between the philosophic activity and the teaching of Philosophy, or in other words, that there is a distinction between the philosophy teacher and the philosopher. The study also analyses the initial education of the Philosophy teachers by making interviews with the supervising teachers, to investigate the comprehension that they have about the initial education of the future teachers and to find out what is the profile for the licentiateships in Philosophy, after the Resolutions 1/2002 and 2/2002 were adopted. With this data, it is our intention to evaluate the challenges and perspectives of the Philosophy teacher today. Although, generally speaking, this theme is still being discussed and this discussion is not completed, we understand that a problem for the teaching of Philosophy in the secondary schools is in the form that the initial education is conducted, which is more directed towards the research than to the teaching methodology. There are no consistent discussions about a methodological approach to Philosophy by the majority of the supervising teachers or by the secondary schools teachers. The greater importance given to the research together with a lower status of the teaching has produced the lack of fundamental teaching pre-requisites, and this is specially true for Philosophy. This situation tends to be modified, because the Curriculum Regulations and the Resolutions, which have determined an increase of the class hours, have forced the supervising teachers to reflect about learning and teaching. Although they still express some restrictions, they are discussing the widening of the teachers pedagogical education. The creation of new propositions for the licentiateships in Philosophy is a matter that cannot wait much longer, because it is a request from the supervisors, worried not only with the development of the critical sense of the student. This is something that all subjects must do. What we really want is to increase the capacity of problematizing the reality and lead the student to the activity. |
publishDate |
2004 |
dc.date.none.fl_str_mv |
2004-12-17 2022-12-06T19:50:23Z 2022-12-06T19:50:23Z |
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/1/27267 |
url |
http://repositorio.ufsm.br/handle/1/27267 |
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) |
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UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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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 |
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1805922166277931008 |