Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Gabriel, Fábio Antonio
 |
| Orientador(a): |
Baccon, Ana Lúcia Pereira
|
| Banca de defesa: |
Souza, Antonio Carlos de
,
Brandt, Célia Finck
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
UNIVERSIDADE ESTADUAL DE PONTA GROSSA
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.uepg.br/jspui/handle/prefix/1174
|
Resumo: |
Recently, Philosophy returned to the Brazilian High School curriculum. However, we believe that its teaching should not merely occur in an encyclopedic manner. Thus, the problem of this research is made explicit in the following question: Does the way the teacher of Philosophy teach the discipline provide conditions for both the philosophical experience and the ‘creation of concepts’ and/or ‘evaluation of the “value” of the values’? Given this issue, this research aimed to verify to what extent it is possible to offer Philosophy classes that are not limited to a purely encyclopedic teaching, but that enable experiences in which the student in contact with texts of philosophers is able to master means that help him/her to ‘create concepts’ and ‘evaluate the value of values’. The specific objectives include: a) highlight if the directions contained in the Philosophy Curriculum Guidelines of Parana State are known and practiced by the Philosophy teachers of the state education system; b) verify to what extent the same guidelines collaborate to an education that provides a philosophical experience; c) point out the possible contributions of Deleuze and Nietzsche’s Philosophy for teaching Philosophy. We used as theoretical framework the philosophers Nietzsche and Deleuze, supported by the Curriculum Guidelines of Parana state, which opt for a Philosophy education based on the creation of concepts, and several other authors who deal with Philosophy education. This was a qualitative research and for data collection we carried out a field survey, using a questionnaire and semi-structured interviews, in addition to documentary analysis of the Philosophy Curriculum Guidelines of Parana State. The study subjects were Parana state school teachers who teach the discipline of Philosophy and are specifically circumscribed teachers to the Regional Center of Jacarezinho (Parana, Brazil), and high school students of the refered teachers. To analyze the results, we used the content analysis according to Bardin (2011). The results permit to infere that teachers of Parana State Network know the contributions of the Philosophy Curriculum Guidelines, as well as they use them in order to provide students with learning philosophy that is not merely encyclopedic but that ensures the students with the conditions to formulate, create and review their own concepts and their own values. |
