Banca de DEFESA: FELINTO GADÊLHA SEGUNDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FELINTO GADÊLHA SEGUNDO
DATA : 29/03/2017
HORA: 09:30
LOCAL: Multimeios II -CE
TÍTULO:

Em elaboração.

PALAVRAS-CHAVES:

Philosophy for children; Emancipatory education; Formation of autonomy and criticism; Education for resistance;

PÁGINAS: 105
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The purpose of this study is to analyze how Professor Matthew Lipman’s philosophy teaching program for children can educate young people in the perspective of an emancipatory education that aims at the training of the autonomous subject. This research has its relevance through the political and ideological conflicts that involve a lot of arguments around having Philosophy, or not, as a mandatory subject in schools and how about this teaching of Philosophy can be the new alternative and the new structure that would bring meaningful savings for our education that allows the development Abilities for autonomous thinking since childhood. From this part, we already started with the hypothesis that would be possible to find in the methodology of children´s Philosophy pedagogical and didactic aspects which conjecture with the proposal of a reflexive and critical education that leads the child and the young person to develop the ability to think for themselves. For this analysis, we got the concept of criticism that Adorno and Horkheimer make about the kind of modern education, that comes together with the concept of Cultural Industry and a modern rationalist and technological civilization  before the entrance of human social reality. The methodology of bibliographic analysis allowed us to make inferences about the philosophy teaching program for children through an analysis of Lipman's work and the abstracted concepts of the works of Frankfurtians Adorno and Horkheimer (Dialectics of Enlightenment and Education and Emancipation). This teaching methodology allows for critical analysis that supports the teaching practice, which considers the active participation of the children in the process of both teaching and learning, as well as the development of thinking skills. This process also helps with the autonomous, critical or reflexive formation of a subject from the perspective of a citizenship education. That is to say, the free discussion of this subject may help young people to resist the cultural pressures that begin with critical self - consciousness.

MEMBROS DA BANCA:
Presidente - 1149638 - ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
Interno - 1723874 - LUCRECIO ARAUJO DE SA JUNIOR
Externo ao Programa - 1451225 - DANIEL DURANTE PEREIRA ALVES
Externo à Instituição - ANTONIO JÚLIO GARCIA FREIRE - UERN
Externo à Instituição - MARIA JOSE DA CONCEICAO SOUZA VIDAL - UERN