A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática

• Ano de defesa: 2024
• Autor(a) principal: Muller, Rodrigo José
• Orientador(a): Cenci, Angelo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
• País: Brasil
• Palavras-chave em Português: Democratização da educação; Educação - Filosofia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2813

Pedagogical practices require, as a requirement, to be under permanent discussion, work that has been carried out since the origins of Western pedagogy, mainly by educators and philosophers. We focus here on the analysis and update that the American philosopher Martha Nussbaum makes about "Socratic pedagogy" and its relationship with democratic education. Using this delimitation, we define the question that guides this dissertation as follows: What is the conception of "Socratic pedagogy" that is present in the work of Martha Nussbaum and how is this pedagogy oriented towards a democratic model of school education? ? The search for answers to this question was carried out through in-depth reading of the author's works and a theoretical analysis of the education addressed in them. The general objective of the work is, therefore, to investigate Nussbaum's conception of "Socratic pedagogy" and its implications for democratic school education. The methodology used is the analytical-hermeneutic approach, of a bibliographic nature, carried out mainly based on the works Sem Fins Lucrativos and El Cultivo de la Humanidad, by Nussbaum. Other works by the author and commentators were also used for additional research. The dissertation path is developed in three steps: (a) we begin by presenting the educational models, the reasons and the conception of democracy that is the basis of Nussbaum's "Socratic pedagogy"; (b) we continue to explain self-examination, global citizenship and narrative imagination as pillars that support it; (c) we finish by showing how Nussbaum can articulate the relationship between "Socratic pedagogy" and a conception of democratic school education. We conclude that the pillars of "Socratic pedagogy" make it possible to identify important challenges that help to recover the meaning of democracy in school education. These include: the ability to examine one’s own beliefs and prejudices; non-discrimination against other people, cultures or countries; the ability to put yourself in other people's shoes; recovering the place of arts and humanities in schools.