A significância do amor em Platão: Uma abordagem com práticas lúdicas

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Márcio de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Filosofia; Centro de Ciências Humanas e Naturais; UFES; Programa de Mestrado Profissional em Filosofia
• Palavras-chave em Português: Ensino de filosofia; amor; abordagens; lúdico; Platão; banquete; eros; significância; subject.br-rjbn; Filosofia
• Link de acesso: http://repositorio.ufes.br/handle/10/15076

This research approaches the philosophical significance of Plato's concept of love, in a playful way, within high schools students on philosophy classes, the students were from a public state school in the city of Vila Velha-ES. It was performed by using movements established and inspired by the contents and by the methodologies contained in the Banquet. It resumes some historical elements referring to the presence of Philosophy teaching in the Brazilian educational system in the last decades, amplifies the idea of ludus and its significant didactic function, knows, deepens and updates the theme of love to be apprehended by the students, details the conception of Eros in the Platonic work, and, suggests progressive movements, in order to demonstrate the determinant role of ludic inferences in the process of teaching and learning in love with and among the students. In methodological terms, the study constitutes an attempt to update and practically execute the Socratic-Platonic maieutics and dialectics, in which we seek to reinterpret and re-signify Platonic love in real existences. The results expected from this concomitant didactic and philosophical proposal seek to demonstrate the efficacy of the methodology with regard to the amplification and significance of Eros, in such a way as to overcome such conceptions in the daily sphere itself. In the same way, besides the human process motivated by the approaches, it is expected to stimulate other similar ludic practices to the teaching and learning of Philosophy in the several themes contained in the curricular grids of basic education at all levels.