Cultura e conhecimento: a filosofia na escola

• Ano de defesa: 2013
• Autor(a) principal: Guimaraes, Marcelo Senna
• Orientador(a): Leite, Siomara Borba
• Banca de defesa: Pereira, Rita Marisa Ribes , Kohan, Walter Omar , Bieri, Andrea , Faria, Filipe Ceppas de Carvalho e
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Conhecimento; Ensino de filosofia; Ensino médio; Formação e prática do professor; Educação; Cultura; Filosofia
• Palavras-chave em Inglês: Culture. Knowledge; Philosophy teaching; High school Teacher s training and practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10442

This work investigates the history of the school in modernity, identifying some school projects that are shaped into a kind of educational matrices. These are elements of a transition from a humanistic, theological or religious pedagogic model to another, scientific one. This transition has had effects throughout the curriculum and educational models. Some of these effects have consequences not only in the teaching of philosophy, but also in secondary educations, and the establishment of the school. In Brazil, the debate on the model of high school education in public schools was raised by Silvio Romero on the occasion of the proposed curriculum for the teaching of philosophy of Colégio Pedro II, Rio de Janeiro (RJ) , in the nineteenth century. The concepts of culture, knowledge and education are studied in the work of Nietzsche, Foucault and Rancière, and this investigation is aimed at identificating elements to consider teacher performance philosophy today. Critical to a school subservient to the interests of the state and market, focused on mere survival and occupying the space of an institution that could promote culture; the distinction between knowledge and spirituality, examining their forms of association and dissociation , the practice of various forms of mastery and self-care; the distinction between emancipation and brutalisation and rapprochement between the ontology of the present and the practice of the ignorant master; these elements found in the three authors respectively cited are raised as part of the analysis on the relationship between philosophy and education. These analyzes, taken up an attitude that should serve as a backdrop for the investigation of some aspects of the working conditions of the professor of philosophy at the current school. The characteristics of the high school, the specific training requirements for teachers of philosophy are associated with three characters which prove to be adequate to represent the crossroads where these teachers are located. In conclusion, it is pointed out a way for the practice of philosophy teachers in schools that is understood and realized as a form of didactic research