Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Silva, Luis Fernando Lima e
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| Orientador(a): |
Silveira, Nadia Dumara Ruiz |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20587
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Resumo: |
The present research has as central focus the teaching of Philosophy in interlocution with Art. This study aims to investigate the curricular dimension of the discipline of Philosophy throughout history, as well as the potential of the object of Art and its formative character in Philosophy. The understanding of Art as a communicative, perceptive and reflexive resource in the educational process in Philosophy is emphasized as presupposing in this dimension, being this one conceived in a dialogical way and having the teacher as an important mediator of that process. In this bias, the hypothesis is assumed that the treatment given to the object of Art in the classroom can exceed the usual sense of illustration or sensitization and characterizes the teaching of Philosophy supported in the interlocution of knowledge. The reflections developed on the meaning of Art in the teaching of Philosophy, have repercussions on an exploratory process on the role of didactic book in the process of interlocution of knowledge. The investigations were carried out having as object the didactic book Filosofia: experiência do pensamento (2014), since it contains subsidies for a critical reading on the interlocution between Art and Philosophy, given its differentiated structure in the presentation of the philosophical problems that brings a considerable number of pieces of Art used in the formative process in Philosophy. The analysis has as premise that the didactic material reflects educational intentionalities and it i still an instrument that subsidizes teaching practices. Finally, the research recognizes the place of aesthetics as a language that provides knowledge through art, not only restricted to the contemplation or apprehension of beauty, but rather as an important element in the process of building philosophical knowledge |
