Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Montero, Maria Fernanda Alves Garcia
 |
| Orientador(a): |
Giovanni, Luciana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19007
|
Resumo: |
This work has as central problem the critical and comparative analysis of the teaching of philosophy in secondary school degree in Spain and Brazil, both in regard to the place of philosophy in the curriculum of this level of education, and in relation to the perceptions of graduating students and their teachers on its teaching, having as a background, the laws responsible for the educational reforms implemented in those countries, from the final 1980s to the late 1990s. Considering them as a complex and multidimensional phenomenon, such reforms are analyzed here from a structural point of view - focusing on the secondary school - and from a curricular point of view - focusing on philosophy as a discipline. To comparatively analyze the place of Philosophy in the high school curriculum and the reality of the reality of its teaching in the perception of students and teachers from both countries interest to this research interest to this research because of what the relationship between intention and reality can reveal about the role of philosophy in this level of education and the conditions of its teaching, as well as elements of understanding that can be found when comparing the two realities. It is a comparative education research, as defined by Sergio Schneider and Claudia Schmitt Job, carried out with the theoretical support of authors like Ball & Bowe, Chervel, Gimeno Sacristán, Goodson and Viñao Frago. The research was conducted, in regard to the data collection, in the scope of the prescribed curriculum, through analysis of documents related to the reforms, to the teaching of philosophy and of specific tests that assess this level of education in both countries. The data on the curriculum in action were obtained through questionnaires given to 31 graduating high school students from a public school in the city of São Paulo (Brazil), 25 graduating students of Bachillerato of a public school in the city of Guadalajara (Spain ) and 04 philosophy teachers of this school stage, two brazilians and two spanish, all professionals from public schools. The data related to the Spanish participants were collected after the qualification exam, with the realization of a Doctoral internship abroad - PDSE (Programa de Doutorado Sanduíche no Exterior/ Doctoral Sandwich Abroad Program) – CAPES (Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior/ Higher Education Personnel Improvement Coordination). The research led to the confirmation of the initial hypothesis that, in the current situation, where there is a predominance of neoliberal orientation, school, and within teachers and students of it, ends up producing alienated labor, and Philosophy within the school curriculum becomes just another element used for achieving the satisfaction of market needs. Philosophy, institutionalized, is subject to the provisions and legal discourses and social control exercised by them. In both countries, the laws are strongly linked to a constructivist view of learning, which has, among its features, the purpose of producing individuals adapted to the demands of the market society |
