Papel da Ética e da Moral na formação de Engenheiros e Tecnólogos de Alimentos: o caso da UTFPR/Medianeira

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.

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.

Canto e fala: o espetáculo do poder da linguagem na tragédia grega

No presente estudo, destacamos como a estrutura da poesia trágica em partes cantadas e dialogadas resulta num grande espetáculo dominado pela palavra. Nos cantos corais e nos cantos de ator, os estados emocionais são marcados pelo viés da tradição do dialeto dórico. Nos diálogos, o ritmo próximo da fala quotidiana, em dialeto ático, acelera os acontecimentos em cena, põe em ação e movimenta o que Aristóteles depois vai chamar de “ação”. O resultado da mescla de tradição e novidade, de canto e fala, de dança e gestos, é um espetáculo contendo mito e “realidade”, poesia e retórica, entre outras dicotomias, em que o poder da linguagem é colocado em cena. Na tragédia, então, a palavra em todos os seus modos de expressão é o espetáculo a ser visto e ouvido. Assim, a tragédia grega insere-se numa longa tradição iniciada pela poesia oral homérica e anuncia o estabelecimento da filosofia.

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

A filosofia como modo de vida em foucault

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

Arte e filosofia como disciplinas das multiplicidades: problema filosóficos e problemas estéticos em interferência intrínseca, segundo Deleuze

The most challenging Deleuze/Guattari’s lesson regar- ding art is that it is an autonomous way of thinking and bears of no lack relatively to philosophy and science. In fact, creating artistically is thinking. Throughout this article, I will try to show that art and philosophy are autonomous modes of thinking, as far as the statute of their creations is multiplicity. The multiplicity that characterizes philosophy is concept; the multiplicity that characterizes art is sen- sation. Both of them have their multiplicity character guaranteed by the instance of the problems, to which they are solutions. The most important is that the problems although independent constitute in- terference channels through which two modalities of meeting could happen. First, sensations point out how could a thinker endures in the instance of problems, avoiding both to deprive the concept and to fall in philosophical illusions. In second place in the instance of the problem philosophy and art exchange, so that either a thinker takes an art sensation and extracts from it its generating problem to be philosophically solved or, vice-versa, an artist takes a concept and solves its problem creating new art sensations.