Resolução de problemas e linguagem em EJA

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Concepções do professor de arte sobre aspectos de sua formação para atuar com alunos surdos

Pós-graduação em Educação - FFC

Os sem terrinha no Movimento dos Trabalhadores Rurais sem Terra (MST)

Pós-graduação em Educação - FFC

A metáfora fundamental do discurso de John Dewey

This work aims to identify the rootmetaphor of John Dewey’s philosophical and educational discourse, by means of rhetorical analyses parameters. This methodology is founded in Aristotle and in the works of Chaïm Perelman and other contemporary authors involved in the revision of Aristotelian philosophy. The article examines the essays “The philosophical work of Herbert Spencer” and “The influence of darwinism on philosophy”, published by John Dewey respectively in 1904 e 1909. They were written in the early years of Dewey in Columbia University, which intellectual environment was not dominated by Pragmatism, and for this reason they can be considered seminal in the structuring of the author’s arguments. The analysis reveals that Dewey is favorable to Darwinian evolutionism thesis and opposite to Spencer’s one. This positioning suggests that Dewey’s discourse is bound to the metaphor “undetermined route” because it situates evolution as a process devoid of previously listed purposes at a pre-determined plan, subject only to the relations that are established, so unpredictable, between organisms and the environmental conditions that surround. Analyzing Dewey’s ideas about education, the article concludes that “undetermined route” is the rootmetaphor of Dewey’s discourse, hypothesis that can contribute to discuss Dewey in the context of contemporary philosophy.

À procura de (nossas próprias) palavras: filosofia e subjetividade

Writing about philosophical practice with children requires a memory of the body, a body that holds on to what is important to itself. My memory begins with my contact with the ideas of Matthew Lipman and the new ideas brought by his words, and continues with the need to change some of them and assign different meanings to others. Since my reading of the thinkers of the so called “Frankfurt School,” some words have taken new meanings to me, and have informed the way I now understand the practice of philosophy with children and its relationship to issues like educational “formation,” as well as others. Philosophical practice is unique, and needs to be thought, felt, and experienced; it has its own time and involves the construction and transformation of subjectivity itself. As such, to search for words in philosophy means to chose those words that can help us make sense and give meaning of what we do and think, allowing us to work with our thinking and with its forms of expression, beyond its technical dimension. In this sense, the usual emphasis of philosophy in its more technical dimension leads to an impoverishment of formation as experience, for the latter, which is a fundamental dimension of our lives, is rendered secondary. This has implications for the relationship between adults and children. When they reduce philosophy to a study of the formal capacity of thinking, teachers put students in the condition of a minority, and therefore in some way also put themselves in such a condition. In this paper, the activity of writing - as a way of expressing thought - allows me to conduct a tour my own subjectivity, and to encounter the words that express the meanings that inform what I think and do about my practice with philosophical novels, and about the value of generating texts related to philosophical practice, formation and assessment.

Os textos no ensino de filosofia

When someone teaches Philosophy, he or she must be conscious that in the texts there is a compound of three kinds of experience: reading, thinking and writing. These three types of experience blend form and content of the text when one thinks, writes and reads. Then these experiences have an face as shape and another face including thinking, writing and reading in a continuous tension because it is related to a practice that is in this same context, that of philosophy.

Tempo(s) e alteridade: a escuta nas aulas de filosofia com crianças

Children perceive philosophy classes as space and time in which they can speak whatever they think and they like. ! at is a fact: philosophy classes for and with children open space to speak and to think. But there is a distance between speak and be heard out. Which kind of hearing is interesting in this type of class? Hearing assumes a real meeting between persons and this takes for granted that someone is also and essentially interested in the other’s thought . Such questions take us to have a problem with our concept of childhood. Recovering debates made by Walter Omar Kohan about childhood and temporality we try to connect the questions we indicate here and their meaning in the classes of philosophy for children keeping as our aim to the liberating possibility to children and teachers.

A relação entre sujeito e objeto de conhecimento: a formação do professor de línguas

Dans ce texte, nous avons abordé l'enseignement des langues selon une approche constructiviste, où le sujet qui apprend et l'objet de connaissance ne se polarisent pas, mais s'articulent. Ceci signifie que personne ni rien ne sort indemne d'un processus de formation : il y a des transformations chez le sujet (apprenant) et l'objet (langues). Nous critiquons par conséquent la conception du langage et donc de la langue en tant qu'instrument de communication.

Sobre a idade das crises: as inter-relações sujeito-identidade-feminismo na pós-modernidade

This essay intends to think critically and theoretically on the interrelations among subject, identity, and Feminism in the context of Postmodernity, a context which will be herein denominated ―Age of Crises. These three aspects will be approached under a Historical perspective and put into question in a philosophical sight guided by Post-structuralistic theories, especially Derridian Deconstruction. In general, the main objective is to reach into a discussion about the undecidable inter-relation between Feminist thinking and Postmodernity, which is one of the configurations of the many contemporary crises. In order to do so, it will be necessary a previous discussion on the postmodern subject and its identity. This discussion will open up the possibility of contextualizing and discussing Feminism inside the intended objective. This discussion will be structured around the word ―crises which, in a compositional relation to the word ―age, will be taken as a synonym for ―Postmodernity and ―contemporary. ―Age of Crises, ―Postmodernity, ―contemporary, and ―Feminism will be words haunted by the phármakon phenomenon, a key aspect for Derridian Deconstruction, which will be the gravitational force that approximates and separates, in an undecidable relation, those signs.

Variação nômade: Henry Miller, filosofia e o combate contra o juízo

We discuss Henry Miller's novel Tropic of Cancer based on the concept of nomadism, as coined by Deleuze and Guattari. The relation between philosophy and literature is very productive for both. A phenomenon of dual capture between these two areas that is characteristic of a nomadic thinking: literature that engenders philosophy which, in turn, engenders literature, establishing connections, new relations between terms in a distinct nomad variation that dismisses the classical image of thought of its eminence: a perspective between philosophy and literature as form of discussing the nomadism in Miller's novel. Thus, the linkage between philosophy and literature aims to capture the Millerian paths on this new space of thought, which is achieved by giving up any origin, human or divine, and stands as productive thought that affirms the real in a combat waged against the faculty of judgment, or simply of Judgment, in all its forms.

Círculo de Bakhtin: uma análise dialógica de discurso

This article proposes a reflection on a place for epistemological studies about the Bakhtin Circle, as well as it also reflects on the perspectives of Brazilian approaches to that. It also sheds light to the issues concerning the production, the circulation and the reception of works of the Russian Circle in order to understand why, in Brazil, we can speak of Dialogic Discourse Analysis (DDA), affiliating the so-called dialogical philosophy of language to an analytical theory, grounded in the relation between linguistics and cross-linguistics. In order to do that, this paper focuses on the notions of dialogue, ideological sign, subject and exotopia. The hypothesis put forward is that, unlike other Analyzes of Discourses, the theoretical-analytical method of the Circle is dialogical. This is the peculiarity of its proposal.