A formação ética no ensino de Filosofia no ensino médio : análise teórico-didática da série televisiva The Walking Dead

• Ano de defesa: 2021
• Autor(a) principal: Charnoski, Sandro Luiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Filosofia – PROF-FILO
• Palavras-chave em Português: Formação ética; Filosofia; Ensino de filosofia; The Walking Dead; Série televisiva; CNPQ::CIENCIAS HUMANAS::FILOSOFIA; Ethical education; Philosophy; Philosophy teaching; TV series
• Link de acesso: http://ri.ufmt.br/handle/1/4953

The theme of this dissertation is ethical training in high school and its research objective is to understand the Teaching of Philosophy in Basic Education as a possibility for ethical training, analyzing the television series The Walking Dead as a theoretical-methodological assumption, demonstrating its effectiveness in the contextualization of the Teaching of Philosophy, enabling the construction of a fertile space for philosophical discussion at school, contributing to the teaching of ethics and students' education. Thus, this research also arises from the need to systematize methodological teaching procedures applied in philosophy classes, specifically on the theme of ethics, since thinking about a methodology for teaching philosophy is not an easy task due to the great diversity of students, full of stories, anxieties, concerns and also the complexity of Philosophy itself. The work of this research is to investigate and present the relationship between Philosophy and the television series The Walking Dead in the context of ethical training. Therefore, we developed a qualitative research, enabling us to base the appropriation of the "series" for the Teaching of Philosophy from the theoretical framework that supported the specificity and complexity of Philosophy, from a descriptive methodology that allows us to understand the relationships between teaching and learning philosophy in high school, from a perspective of teaching ethics. The teaching of Philosophy we propose is mediated by serial narrative, from which results the Didactic Proposal for the Teaching of Philosophy, therefore, our theoretical contribution also deals with this field, establishing fundamental links with the language of cinema, since “series” are a specific branch of this art.