O ensino de filosofia na proposta curricular do Estado de São Paulo: espaço para experiências formativas?

Pós-graduação em Educação Escolar - FCLAR

Filosofia da educação : grandes problemas da pedagogia moderna, de Theobaldo Miranda Santos: um estudo sobre manuais de ensino

Pós-graduação em Educação Escolar - FCLAR

A Faculdade de Filosofia, Ciências e Letras de São José do Rio Preto no período de 1957 a 1964: estudo de uma instituição escolar

According to the existing literature, the FFCL of São José do Rio Preto had a pioneering role as regards the organization and management of higher education. This article aims to discuss the originality/innovativeness of the educational project of this institution in the period from 1957 to 1964, based on an analysis of departmental organization and student participation. In order to do so, we use documents about the creation process of the FFCL, reports of courses, and minutes of departmental meetings and of the Academic Philosophical Center. The results show that, indeed, this institution was organized in three departments, though these operated in consonance with the chair system. Student participation varied from equal representation to the representation of a single student per class. Thus, the results show that the innovative/revolutionary character of this institution was exaggerated in the existing literature and may have contributed to the existing “mysticism” in the city as regards the history and the importance of this institution.

A profanação como possibilidade para a educação em filosofia no ensino médio: análise dos programas de filosofia entre 1940 e 1961

Pós-graduação em Educação - FFC

Caio Prado Jr. e o intelectual marxista hoje

This article proposes to engage in dialogue with the work and the trajectory of Caio Prado Júnior, one of the most influential historians and Marxist intellectuals of Brazil. The intention is not to evaluate his production in detail, nor follow the relationships she had with the Brazilian society and the historian’s political options, something already conducted by several researchers. Instead, its intention is to “use” his trajectory and style to freely reflect on some traces of Marxism in Brazil and especially on certain dilemmas inherent in the performance of the Marxist intellectuality. Caio Prado Jr. will, therefore, be treated here as a parameter for a broader reflection on the intellectuals.

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.

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.

A invenção do filósofo ilustrado: notas arqueogenealógicas sobre o ensino da filosofia no Brasil

Pós-graduação em Educação - FFC

A filosofia e o filosofar institucionalizado: um olhar sobre o ensino filosófico no ensino médio

Pós-graduação em Educação - FCT

Filosofia da história no direito natural do brasil império

Pós-graduação em História - FCHS

O reflexo estético como reflexo da realidade: a particularidade em Diego Rivera

Pós-graduação em Ciências Sociais - FFC