O ENSINO DE FILOSOFIA NO CONTEXTO DO LIVRO DIDÁTICO: um estudo no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA), Campus Santa Inês.

• Ano de defesa: 2018
• Autor(a) principal: LEITE, Francisco Rokes Sousa
• Orientador(a): OLIVEIRA, Rita de Cássia
• Banca de defesa: OLIVEIRA, Rita de Cássia , NUNES, Antonio de Assis Cruz , BAPTISTA, Alexandre Jordão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE FILOSOFIA/CCH
• País: Brasil
• Palavras-chave em Português: Ensino; Filosofia; Livro didático
• Palavras-chave em Inglês: Teaching; Philosophy; Didatic book
• Área do conhecimento CNPq: Ensino e Aprendizagem na Sala de Aula.
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2334

The objective of this research was to construct a didactic-pedagogical proposal to assist the teaching of Philosophy, discussing a theoretical-methodological base based on Conceptual Maps, Fichamento and School Summary, from the promotion of teaching as a philosophical problem, with texts from the textbook of Philosophy. The research problem concerns the contributions of a Philosophy teaching proposal to go from textbook to pedagogical practice supported by reading, analysis and textual production. In theoretical studies, we deal with the history and evolution of Philosophy teaching in Brazil, encompassing education and Philosophy under the aegis of the Church and the State. We discuss the historiography of Philosophy teaching, debating the predominance of official legislation. We adore the didacticpedagogical foundations for the teaching of Philosophy contained in laws, parameters, guidelines and educational guidelines. We discuss a philosophical education, stating the conceptual development, the dialogical character and the radical criticism. We approach Philosophy with ambience and sensitization, reading and problematization, analysis and investigation, conceptualization and textual production. The basic references are Cartolano (1995), Cerletti (2009), Gallo (2012, 2013), Kohan (2009), Ghedin (2009), Rodrigo (2009), Folscheid and Wunenburger (2001), among others. The method of approach was dialectical, the type of research was framed as a participant, the analysis of data constituted qualitatively in summary tables, and sustained interpretation in the hermeneutic-dialectic method. In the field research, at school, we performed a critical-reflexive compression of the didactic book of Philosophy - used in the IFMA-Santa Inês Campus. We characterize the research site and describe the transformations that the institution has undergone historically, identifying the pedagogical, administrative and infrastructure structure. We analyze and interpret semistructured interviews with students and professor of Philosophy, dealing with medium teaching, didactic textbook and didactic-pedagogical proposal. At the end, we report on the experience of applying the proposal to the teaching of Philosophy based on a book of suggestions and didactic-pedagogical guidelines. We conclude that a pedagogical material and a specific methodology for the teaching of Philosophy need to have philosophical natures, not to do without reading, analysis and textual production. Therefore, the didactic book of Philosophy, techniques and teaching procedures that help the understanding of the texts of the philosophical tradition gain potential.