Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
SODRÉ, Joezilton Silva
 |
| Orientador(a): |
BIANCHINI, Angelo Rodrigo
|
| Banca de defesa: |
BIANCHINI, Angelo Rodrigo
,
SILVA, Acildo Leite da
,
RESENDE, Fernanda Motta de Paula |
| 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 REDE - MESTRADO PROFISSIONAL EM FILOSOFIA/CCH
|
| Departamento: |
DEPARTAMENTO DE FILOSOFIA/CCH
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3722
|
Resumo: |
This master's thesis aims to analyze whether the spaces of dialogues and potential promoted by TDIC’s can contribute to the formation of philosophical awareness. Therefore, as the first specific objective, we will demonstrate the human, society and education as the foundation of a philosophy teaching. The second objective will be to explain TDIC’s as a means of production and the formation of philosophical awareness. The third and last, demonstrate whether philosophy teachers perceive elements that the use of TDIC’s, in the teaching of philosophy, contributes to the production and development of philosophical awareness. The methodological approach will be in the perspective of historical-dialectical materialism. For this, dialectical historical materialism, whose main representative is Karl Marx. Therefore, the analyzes will be anchored in the works The German Ideology of Marx and Engels (2007), Economic- philosophical manuscripts of Marx (1974), Towards an Ontology of the Social Being II by Lukács (2013), The One-Dimensional Man by Herbert Marcuse (2015), as well as other works such as the Communist Party Manifesto of Marx and Engels (2007), History and Class Consciousness by Lukács (2003). The research method adopted is the Case Study, which aims to understand complex social phenomena, preserving the holistic and significant characteristics of the events of the researched object, in addition to seeking qualitative and quantitative evidence. The results revealed that the development and production of philosophical consciousness, depends on the cause that determines the teleological setting, and it is the conscience who puts the teleological setting. In the context of the use of TDIC's in the teaching of philosophy, philosophical awareness is only produced and developed, if the spaces of dialog and the potentialities promoted by TDIC's enable the teacher, who is aware of his social class, who knows the cause that determined the teleological setting and is aware of the interests of his social class, develop a practice with the use of TDIC's, capable of promoting quantitative accumulation of knowledge, which at some point, will allow a qualitatively different leap towards philosophical consciousness. However, the teaching of philosophy only develops philosophy awareness, with the use of TDIC’s if the teaching of philosophy is ideologically clear. Fact that allows to create a creative rationality, that expands the dialogue beyond the interests of the capital, promoting the acquisition of new knowledge and, above all, that the thought is developed so that it is able to capture the whole reality. |
