A tarefa de uma posição da questão do ser: a ontologia fundamental do Dasein de Martin Heidegger e a “pedagogia da presença” na educação para o filosofar

• Ano de defesa: 2020
• Autor(a) principal: Gusmão, José Lucas de Omena
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Pedagogia da Presença; Humanismo; Filosofia; Pedagogy of Presence; Humanism; Philosophy; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::FILOSOFIA DA EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/7049

The present work represents an analysis about the Pedagogy of Presence in an education for the Philosopher, which sought to deepen the Martin Heidegger Ontology, seeking, as its central objective, to evaluate, among other aspects, the consequences of the Forgetting of Being in the educational processes. Therefore, after sketching all the theoretical and methodological basis used here, we began to analyze the curricula and political pedagogical projects of the 16 degrees currently offered at the Federal University of Alagoas, campus Maceió, following the philosophical itinerary, with questions that originated from the presence. Thus, starting from the assumption that dogmatism and the technicist look still predominate in the students' formation, leaving the humanistic formation in the background, this work adopted as a theoretical-methodological option the qualitative approach, with emphasis on the literature review. and in the analysis of 16 (sixteen) curricula and political pedagogical projects of the aforementioned degrees. For the analysis of the data found, we used the Bardin Content Analysis (2016), choosing as categories the Presence of the Philosophy discipline in the curricula of the studied courses and the Proportion of Humanistic Training subjects in relation to the technical subjects. used primarily from classical to contemporary studies of philosophy and education such as Aristotle, Francis Bacon, Lucien Febvre, Husserl, Hans Jonas, Schuback, Searle, Scheler, Vernant, Bardin, Deleuze, among others. Regarding the final considerations, it was found that the presence of Philosophy, as well as the humanistic formation in the courses under investigation, is still limited and insufficient for human emancipation.