Banca de DEFESA: MARIA KEILA JERONIMO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARIA KEILA JERONIMO
DATE: 14/03/2023
TIME: 09:00
LOCAL: Plataforma de webconferência (online)
TITLE:

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KEY WORDS:

Teaching Philosophy; Teachers; Integrated Teaching; Emancipation.

PAGES: 172
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The object of this thesis is the teaching of Philosophy in technical high school education at the Federal Institute of Education of the State of Piauí - IFPI. It was limited to analyze the legislation that guides the teaching of Philosophy as a curricular component in the period 2004-2020 and verify the perception of the Philosophy teachers of this institution about the educational practice in the teaching of Philosophy. We started from the following question: what are the implications of the new Common National Curricular Base (BNCC) for the teaching of Philosophy in integrated education, and what are the challenges of the philosophy teachers' educational practice for the formation of critical, reflective and emancipated subjects? This problematic issue consequently motivated the general objective: to investigate the teaching of Philosophy in IFPI's integrated technical high school, from the legal perspective in the period 2004-2020, and the educational practice of Philosophy teachers facing the context and challenges of instrumental rationality with a view to an education for emancipation. Our thesis is constituted as a critical-reflexive diagnosis, which seeks to verify if the teaching-learning processes in integrated teaching take place in an autonomous, critical, and reflexive way; in the same way, it seeks to verify actions and attitudes that hinder the conditions of criticality and autonomy, elements that diverge towards the development of socially emancipated subjects. Methodologically, for the development of this study we chose the qualitative approach, with the Critical Theory as the epistemological foundation. For the development we carried out a bibliographical study, documentary research, and empirical investigation. To base this work, we used the following theoretical support: Adorno & Horkheimer (1985); Saviani (2007); Ciavatta (2019); Frigotto (2005); Kuenzer (1989); Cunha (2005); Ramos (2005); Bardin (2016); Magalhães (2004); Cartolano (1985); Freire (1996); Cerletti (2009) among others. The empirical research occurred with six (06) Philosophy teachers in integrated technical education. We used narrative interviews and training memoranda to produce data analyzed through content analysis. It was found that the teaching of Philosophy walks in tortuous and uncertain paths, since its presence in the curriculum is not constant in Brazil. With the new Common National Curricular Base, there was a reduction in the workload of this discipline in the integrated courses. The teachers reported that they are challenged in their teaching every day, largely due to the particularities of integrated education, because there is an emphasis on technical subjects to the detriment of propaedeutic ones, including philosophy. They reported that the exercise of philosophizing, in its most substantial form of authentic thinking, is one of the tasks of Philosophy teaching, and how this teaching contributes to forge a human formation, of critical consciousness for the full exercise of citizenship in a democratic society, that is, for the formation of emancipated subjects.

COMMITTEE MEMBERS:
Presidente - 1149638 - ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
Externo à Instituição - ANTONIO JÚLIO GARCIA FREIRE - UERN
Externa à Instituição - MARIA JOSE DA CONCEICAO SOUZA VIDAL - UERN
Interna - ***.088.424-** - MARLUCIA MENEZES DE PAIVA - UFRN
Interna - 2527711 - OLIVIA MORAIS DE MEDEIROS NETA
Externo à Instituição - VALENTÍN MARTÍNEZ-OTERO PÉREZ - UCMADRID
Interno - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR