O currículo de Filosofia na educação básica do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão: desafios e perspectivas da prática docente

• Ano de defesa: 2019
• Autor(a) principal: HOMEM, George Ribeiro Costa
• Orientador(a): ANJOS, Elisa Maria dos
• Banca de defesa: ANJOS, Elisa Maria dos , SEGADILHA, Delcineide Maria Ferreira , MENEZES, Marly Cutrim de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE SOCIOLOGIA E ANTROPOLOGIA/CCH
• País: Brasil
• Palavras-chave em Português: Currículo; Filosofia; Pós-crítica; Ensino
• Palavras-chave em Inglês: Curriculum; Philosophy; Post critical; Teaching
• Área do conhecimento CNPq: Educação; Filosofia
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/2863

This study deals with THE CURRICULUM OF PHILOSOPHY IN BASIC EDUCATION OF THE FEDERAL EDUCATION, SCIENCE AND TECHNOLOGY INSTITUTE OF MARANHÃO: challenges and perspectives of teaching practice. One research had as its general objective the proportion of curriculum resizing, through a product from curricular analyzes for the teaching of Philosophy in High School at IFMA - Santa Inês campus, based on the post-critical philosophical perspective. Therefore, beginning in the introduction, we situate a research. The following section discusses how the curriculum can be started as an instrument of power, based on Foucault's thinking about power relations, and how different modes of power are characterized. In the third section, consider the curriculum as a space for reflection, discussing the traditional Critical and Post-critical curriculum theories. Throughout the text, we present a discussion on the National Common Base Curriculum (BNCC), addressing the advances and challenges for curricular discussions in Brazil. In the fourth section, select an instance of the curriculum in IFMA, taking an approach to Vocational Education and the integrated curriculum within the Federal Institutes of Education, Science and Technology. In the last section, analyze and discuss the data collected throughout the research, pondering a classroom and ethos / philosophy issue, analyzing the perspectives and challenges of teaching from the post-critical analysis of the curriculum. To achieve this goal we have made a way for the teaching of philosophy. At this moment, the work proposal on a post-critical perspective is explained as an expedited instrument for teaching practice. Then, point to the process of reflection, analyze and discuss the dialogues experienced at the IFMA campus in Santa Inês, dialoguing about the research site. With the subjects and a classroom, we consider the place of intervention and the post-critical perspectives that can be experienced in the research. The research is quality, based on some steps of action research. To support this research, look for several sources that address the theme, especially as works by Foucault, Michael Apple, Jose Augusto Pacheco, Tomaz Tadeu da Silva, among others. To collect data, study official documents and semi-structured interviews with the research subjects. How were two classes of the 3rd year of high school. During a survey, the need to construct an educational model that could be able to create an attitude of change towards a saber and to train students able to break with the disciplinary power skills imposed by the engaged curriculum and adopt an posture of invention in the face of knowledge. Thus, based on these reflections, education is expected to be able to instruct much more disciplinary students, requiring remuneration or curriculum in these relationships.