Reflexões sobre o ensino de Filosofia: análise do cinema como recurso didático

• Ano de defesa: 2020
• Autor(a) principal: LIMA, Rico Pinheiro
• Orientador(a): FONTENELLE, Plínio Santos
• Banca de defesa: FONTENELLE, Plínio Santos , SILVA, Acildo Leite da , COSTA, Luís Inácio Oliveira
• 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: cinema; recurso didático; ensino; Filosofia.
• Palavras-chave em Inglês: cinema; didactic resource; teaching; Philosophy.
• Área do conhecimento CNPq: Filosofia; Ensino-Aprendizagem; Cinema
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/3497

The dissertation presented here is a reflection on the teaching of philosophy in high school aiming to evaluate a didactic resource and its effective intrusion in the quality of teaching of this discipline by proposing a discussion about how philosophy was taught throughout the history of education in Brazil to glimpse the aspect that the current youth inherited and whether it has an influence on how the student sees the discipline philosophy. The general objective is to prove that a didactic resource, which is the cinema, can improve the student's interest in such a weak discipline. In addition to classifying the teaching of philosophy, we also classify the current student within his culture, his way of seeing the world. This is due to the fact that, understanding the student, we can propose a teaching different from the one he is used to. The completion of our process was a bibliographic research on the teaching of this discipline combined with a reflection on the current situation of philosophy and an exit through the already mentioned didactic resource that is cinema. We use the qualitative method to interpret our research. The fact that respondents are students within their community contributed to this, so we also classify our research as participant research. With the intention of proving our argument, we also had an experience at school with a practical class. For this purpose, the data collection technique called the focus group was used to try to perceive in the students of this community their anxieties, their desires, their relationship with philosophy and, finally, whether cinema, as a didactic resource, is effective as we proposed. This practice was able to elucidate that within the small universe that is the focus group, there was a representativeness, which we can classify as frank, of cinema as a didactic resource. Students stated within the technique that a class with a resource meets their expectations much more than just an expository and “dialogued” class. The experiment was carried out in September 2019 with students of the second year of high school at the school C.E. Vicente Maia.