A leitura de imagens artísticas nas aulas de filosofia no ensino médio: desafios à formação docente

• Ano de defesa: 2019
• Autor(a) principal: Santos, Rodrigo Barboza dos
• Orientador(a): Martins, Mirian Celeste Ferreira Dias
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: ensino de filosofia; imagens artísticas; formação de professores
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24664

The present research aims to investigate how artistic elements can appear in Philosophy classes for High School in the São Paulo teaching network. One of the main premises of this thesis concerns the fact that art does not represent an absolute truth, although it brings with it aspects of reality. It is a personal and living interpretation that can engender creative problematizations and that can enhance experiences, including philosophical ones. It is not illustration: it is power of experience, creation and reflection. For this, the teacher of Philosophy understands a vital importance, since its classes can be a workshop of creation of concepts (and not of apprehension of concepts), which implies in experiences of the thought and, therefore, aesthetic experiences. From the analysis of the official documents related to Philosophy as a school discipline, the research carried out with its teachers and other theoretical references, challenges are indicated for the formation of Philosophy teachers for High School in the sense that Philosophy classes are become workshops of conceptual production, a privileged place for philosophical thinking experiments to be carried out, driven by contemporary art and culture.