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SARA LOUISE AQUINO ALMEIDA PEIXOTO
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THE EDUCATION OF THE IMAGINATION: AN ARISTOTELIAN EXPERIENCE IN THE TEACHING OF PHILOSOPHY
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Leader : LOURIVAL BEZERRA DA COSTA JÚNIOR
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MEMBRES DE LA BANQUE :
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MARKUS FIGUEIRA DA SILVA
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GALILEU GALILEI MEDEIROS DE SOUZA
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LOURIVAL BEZERRA DA COSTA JÚNIOR
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Data: 18 mars 2024
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Afficher le Résumé
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When reading fairy tales to high school students, as a Philosophy teacher, I saw not only their enjoyment of the moment, but also the contributions that these texts had to offer in the formation of philosophical consciousness, through their imaginative presentation of reality. After an accurate approximate reading of philosophical texts, we arrived at an assertion that the image can be an enabler or an obstacle to knowledge and that the imagination is a vehicle for interpreting images. This dissertation seeks, through the analysis of the work Da Alma and some other texts by Aristotle, not only to conceptualize what imagination is and how it is a condition for knowledge, nor only to characterize the other faculties of the soul that will be listed. together with its functions, within the psychology and epistemology of the Stagirite, but also through understanding this process, understanding the importance of educating our imagination as a resource for the Teaching of Philosophy. In the first part of this work, based on the reading of Aristotle, we seek to develop our hypothesis that there is a process of internal apprehension of human knowledge, which needs to be respected to the point that educational projects must be based on it. We will try to update the question proposed from the Stagirite, using the thoughts of two philosophers/poets, G. K. Chesterton and C. S. Lewis, regarding the importance of phantasia/imaginatio. According to these contemporary writers, there is madness, escape from reality and lack of commitment to being in the rationalist and idealist cultures of the current centuries, in great contrast to what occurs with fantastic literature linked to what they call “fairy tales”. In effect, modern man has acquired bouts of madness, according to the Orthodoxy of G. K. Chesterton (2018), which makes him reject the universe and create a parallel reality for himself, according to a structure of thinking in which modern reason imposes a gap between the world he imagines and the principles of being. From C. S. Lewis we approach works such as The Discarded Image (2015), The Weight of Glory (2017), and his booklet The Abolition of Man (2005), aiming to think about an education of man that values the cultivation and exercise of imagination, according to the deepest roots of common experience. From these two authors, we seek to explain how classic fairy tales are rich in reasonableness, because they are the result of an imagination that is willing to mediate the experience of reality and reason, according to a tradition fed by common sense, revalued by Aristotle, Chesterton and Lewis. Finally, in the last section of the dissertation, these discussions will inspire action research, to be carried out as seminars, as recommended by Mortimer Adler (2014), described in his text How to speak, how to listen, aiming at the use of fantastic texts (myths and fairy tales) for the introduction to philosophy of students in the 1st and 2nd year of high school. The texts will initially be read aloud and then, in an exercise that involves imagination and thinking, they will serve as a basis for discussing philosophical problems linked to sub-areas of Philosophy, to which the same texts lead us.
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PATRÍCIA DA SILVA DANTAS
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EXPERIENTIAL MEMORIES IN TRAINING ITINERARIES, LIFE PROJECT AND CONSTITUTION OF THE “SELF”: A STRATEGY FOR THE EXERCISE OF PHILOSOPHY IN THE NEW HIGH SCHOOL
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Leader : SHIRLENE SANTOS MAFRA MEDEIROS
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MEMBRES DE LA BANQUE :
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PRISCILA D'ALMEIDA FERREIRA
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MARIA REILTA DANTAS CIRINO
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SHIRLENE SANTOS MAFRA MEDEIROS
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Data: 27 mai 2024
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Afficher le Résumé
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This dissertation aims to use the curricular component Life Project, present in the New High School, as a strategy for the exercise of philosophizing, considering that Philosophy has a reduced workload, making it difficult to stimulate critical, reflective and creative. Philosophical reflection permeates the concept of constitution of the self, by social philosopher George Hebert Mead (2010), regarding intersubjective experiential memory, a concept present in Medeiros (2016), based on the guidelines proposed for the New Potiguar High School (2021) , in which the Life Project should not only be planning to achieve professional goals, but mainly to awaken in the subject the meaning of their existence and constitute a Self. Thus, this interface will take place through the Guidelines for Training Itineraries, especially “The Life Project”, articulated with the social philosophy of George Herbert Mead (2010), as a strategy for the exercise of philosophizing, forming protagonists and consequently constituting a social self - looking at “oneself”, the “other” and society. Taking as a basis the search to develop the student's citizenship and autonomy, unite philosophical practice with the “Life Project” around the formation of the student's life. Within the Training Itinerary curriculum, the possibility of working on content that develops areas of desire through the construction of a “Project for Life” opens up. The work aims to assist in the construction of a plan for their actions, through debates with themes that are directly associated with life practice, leading them to think, developing strategies that open up dialogue and that encourage the acquisition of the content to be worked on. in the Life Project, involving themes from students' daily lives, providing a search for knowledge and appreciation of “themselves” and their life stories.The concepts that guide the research are from the philosopher, sociologist and social psychology, George Herbert Mead (2010), in the theoretical-methodological aspects of symbolic interactionism by Herbert Blumer (2017), Mead and his commentators such as Phillip (1996), Casagrande ( 2012), Medeiros (2016) and Dantas (2020); the National Common Curricular Base – BNCC; the New Potiguar High School (2021); which aims to seek knowledge of “the self” and the construction of an identity, through social relations, and the construction of experiential and historical memory, as a result of the experiences of a collective memory by Halbwachs (1990), education and science linked to problem solving. These concepts must be mediated in an environment of reflection, listening and dialogue at school. In Mead's theory, this process of interaction leads to the construction of an identity, and these will contribute to the personal and social growth of students.
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PATRÍCIA DA SILVA DANTAS
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EXPERIENTIAL MEMORIES IN TRAINING ITINERARIES, LIFE PROJECT AND CONSTITUTION OF THE “SELF”: A STRATEGY FOR THE EXERCISE OF PHILOSOPHY IN THE NEW HIGH SCHOOL
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Leader : SHIRLENE SANTOS MAFRA MEDEIROS
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MEMBRES DE LA BANQUE :
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PRISCILA D'ALMEIDA FERREIRA
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MARIA REILTA DANTAS CIRINO
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SHIRLENE SANTOS MAFRA MEDEIROS
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Data: 27 mai 2024
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Afficher le Résumé
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This dissertation aims to use the curricular component Life Project, present in the New High School, as a strategy for the exercise of philosophizing, considering that Philosophy has a reduced workload, making it difficult to stimulate critical, reflective and creative. Philosophical reflection permeates the concept of constitution of the self, by social philosopher George Hebert Mead (2010), regarding intersubjective experiential memory, a concept present in Medeiros (2016), based on the guidelines proposed for the New Potiguar High School (2021) , in which the Life Project should not only be planning to achieve professional goals, but mainly to awaken in the subject the meaning of their existence and constitute a Self. Thus, this interface will take place through the Guidelines for Training Itineraries, especially “The Life Project”, articulated with the social philosophy of George Herbert Mead (2010), as a strategy for the exercise of philosophizing, forming protagonists and consequently constituting a social self - looking at “oneself”, the “other” and society. Taking as a basis the search to develop the student's citizenship and autonomy, unite philosophical practice with the “Life Project” around the formation of the student's life. Within the Training Itinerary curriculum, the possibility of working on content that develops areas of desire through the construction of a “Project for Life” opens up. The work aims to assist in the construction of a plan for their actions, through debates with themes that are directly associated with life practice, leading them to think, developing strategies that open up dialogue and that encourage the acquisition of the content to be worked on. in the Life Project, involving themes from students' daily lives, providing a search for knowledge and appreciation of “themselves” and their life stories.The concepts that guide the research are from the philosopher, sociologist and social psychology, George Herbert Mead (2010), in the theoretical-methodological aspects of symbolic interactionism by Herbert Blumer (2017), Mead and his commentators such as Phillip (1996), Casagrande ( 2012), Medeiros (2016) and Dantas (2020); the National Common Curricular Base – BNCC; the New Potiguar High School (2021); which aims to seek knowledge of “the self” and the construction of an identity, through social relations, and the construction of experiential and historical memory, as a result of the experiences of a collective memory by Halbwachs (1990), education and science linked to problem solving. These concepts must be mediated in an environment of reflection, listening and dialogue at school. In Mead's theory, this process of interaction leads to the construction of an identity, and these will contribute to the personal and social growth of students.
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ELTON FELIX DA SILVA SOUZA
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A STUDY ON KANT'S EDUCATIONAL AND ANTHROPOLOGICAL MODEL: A LOOK AT THE STUDENTE'S LIFE PROJECT
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Leader : JOSAILTON FERNANDES DE MENDONÇA
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MEMBRES DE LA BANQUE :
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JOSAILTON FERNANDES DE MENDONÇA
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MARCIO DE LIMA PACHECO
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Telmir de Souza Soares
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Data: 7 juin 2024
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Afficher le Résumé
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This work has as title “a study about the educational and humanist model of Kant: a conception about the student`s living project”, aims to create a methodological model to the philosophy teaching that assists the competence six of “BNCC-EM”, (Base National of the common curriculum-high school) permitting the “living projects” elaboration that contains the inserted commands from the competence number six, having as fundamental base the Kant`s educational model, as we can check in his book about “on pedagogy”. This model will permit the students to acquire an autonomous and emancipatory stance, able to meet in themself all the motives to deliberate around of their living project. In this sense, the model explains the necessity of the men in terms of to leave their titled “selvage condition”, to reach through a physical formation continuous, intellectual and moral, the excellence of character, the critical spirit, setting up like that, their emancipation, that is a necessary condition to think and to act with autonomy. The work idea here is to examinate the possibilities conditions in order to know if it can to be a reference able of to product in the high school students the necessaries competences to the living project development. The research is of the exploratory kind will have a qualitative approach where the focus of this research will establish the procedure linked to the case study, has as the target audience three first grades classes of the high school, of the Francisco Veras full time state high school – Angicos City – in RN State. The methodology was divided in three moments: the first, the discussion skills application and analyses of the Kant`s ethical and pedagogy (in this part the idea here is the internalization of some conceptions by the students and these conceptions will be a base in the third chapter); at the second moment, we have the pedagogy study and ethical of Kant; at the third moment, the living project construction, where will be supported though of the categories approached by Kant in his work “on pedagogy” , they are: the discipline, cultivation, civilization and the morality. The developed and applied methodology in this work brought positives resulted in its evaluation in the practical application, and consequently, it contributed to the autonomy promotion and student emancipation, considering their living projects.
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