Perspectivas das obras de Agostinho da Silva e Jacques Rancière : uma análise didática

• Ano de defesa: 2022
• Autor(a) principal: Sousa, Priscila Alves de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Agostinho da Silva; Jacques Ranciére; Didática; Autonomia; Educação; Aprendizagem; Augustine da Silva; Jacques Ranciere; Didactics; Autonomy; Education; Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação - História; Autonomia (Filosofia)
• Link de acesso: https://repositorio.ufu.br/handle/123456789/36458; http://doi.org/10.14393/ufu.di.2022.5078

The master's dissertation "Perspectives on the Works of Agostinho da Silva and Jacques Ranciére: A Didactic Analysis" was produced as part of the research project "Philosophy and Education in Agostinho da Silva: Demarcating a conceptual field", developed within the Research Group “Policles – Grupo Agostinho da Silva for Humanistic Studies”, linked to the Agostinho da Silva Chair and to the Research Line History and Historiography of Education, of the Graduate Program in Education at the Federal University of Uberlândia. The present research brings contributions about a didactic analysis in the perspective of the works of Agostinho da Silva and Jacques Rancière. Didactics is a theory and a practice of pedagogical practice, a practicable exercise within the school environment. The magnitude of this research is justified by presenting different didactic structures within the literary works of great philosophers so important in the educational process. Socially, there is little research related to the archetype of didactic situations in the works of Agostinho da Silva and Jacques Rancière in academia. The problematization of this research is faced with Pinho's statement, according to which, in order to educate the people, it is required, as Agostinho emphasizes, the end of hunger and the abolition of technique and didactics. Basically, the meaning of pedagogy is questioned. In view of the above, the following question emerged: which didactics did Augustine want to abolish? It is essential to reflect on the interpellation of the teaching of Didactics in teacher training, its technical, pedagogical and social political depths, and above all, the profuse educational practice, in line with social conjunctures. The general objective of this work is to relate the elements of didactics and theoretically explore the perspective of didactics in the works of Agostinho da Silva and Jacques Rancière. Specifically, conceptualize didactics, present the story of Agostinho da Silva and the Seven Letters to a Young Philosopher, through an inspiring didactics, expose the contributions of Jacques and Jacocot when considering emancipation and brutishness, as well as, by Finally, describe the confluence between Agostinho da Silva and Jacques Rancière. The methodology used in this research was a literature review, considering works and works published in Portuguese. It is concluded that Agostinho wanted to abolish Traditional Didactics and both authors disagree with the schools that prioritized obtaining a diploma, leaving aside the creation of human values; they defend an education system that makes it possible to strengthen the personality and character of students, making them able to face life with dignity and autonomously, being able to overcome the obstacles imposed by society totally focused on human expropriation.