O professor de filosofia e o incômodo filosófico frente ao conhecimento

• Ano de defesa: 2017
• Autor(a) principal: Oliveira, Jorge Alves de
• Orientador(a): Lorieri, Marcos Antonio
• Banca de defesa: Lorieri, Marcos Antonio, Velasco, Patrícia Del Nero, Carvalho, José Sérgio Fonseca de, Almeida, Cleide Rita Silvério de, Dias, Elaine Teresinha Dal Mas
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: conhecimento; incômodo filosófico; escola; humanização
• Palavras-chave em Inglês: knowledge; philosophical annoyance; school; humanization
• Palavras-chave em Espanhol: conocimiento; molestia filosófica; la escuela; humanización
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1688

This thesis seeks to be a proposal, an invitation and an exercise to have a 'philosophical view' on public school and school education. This 'philosophical gaze' seeks to identify and characterize this institution as a place of and knowledge. Knowledge that transits between appeasement and annoyance, since it refers to those questions of existence and innumerable relationships between humans and the world around them aiming to signify them and with that to appropriate elements that make it possible to carry out relevant interventions in this environment . Knowledge that is expensive element to the philosophy to the point of being object of study of this curricular component developed by the professor of philosophy. In this sense, the teacher using his pedagogical practice, the "speech exercise" and his "philosophical repertoire" that composes the "philosophical nuisance" can contribute significantly with the students, with the school team, as well as with the school community To face the annoyance or to bother oneself in the face of the appeasement that does not contribute to the resignification of existence. What finally presents itself is the development of another ethos, that of the 'philosophical nuisance', which makes it possible to identify the nuisance even in the educational process, but, above all, it offers important elements for its confrontation in the same process. This text, which is constructed from a bibliographic review, is composed of three chapters: "The school, the knowledge and the philosophy", "Knowledge bothers" and "The pedagogical annoyance". The final considerations are on the subject: "To bother (to be) to humanize oneself and be happy." Finally, all the effort to print, in the school institution, the mark that it should be the space of the adventure in the midst of the efforts so that the people can know and, thus, create actions that humanize to all. Commitment to justice and dignity must be the hallmark of this institution in order to make everyone humanize.