Livros didáticos de filosofia no Brasil (1980-1990): um estudo sobre proveniências e modos de ensinar filosofia

• Ano de defesa: 2019
• Autor(a) principal: Sturza, Raquel Brum
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000vfjf
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Ensino de filosofia; Livro didático de filosofia; Proveniência; Philosophy teaching; Philosophy textbooks; Provenance; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18957

This research is part of the Research Line 2 School Practices and Public Policies, of the Postgraduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). It deals with the textbooks of Philosophy produced in Brazil, between 1980-1990. It is inspired by Michel Foucault’s genealogical perspective, based on the concepts of provenance and emergency. The general objective of the study is to identify and problematize which discourses on Philosophy and its teaching emerge from the textbooks of Philosophy produced in Brazil in the 1980s and 1990s. To this end, the research question is: Which discourses on Philosophy and its teaching emerge from the textbooks of Philosophy produced in Brazil in the 1980s and 1990s? The corpus of what it is about the analysis relates to three textbooks of Philosophy, are they: “Philosophizing - Introduction to Philosophy” (1986) of Maria Lúcia de Arruda Aranha and Maria Helena Pires Martins; “Invitation to Philosophy” (1994) of Maria Chauí; “Thinking Better - Initiation to Philosophize” (1995) of Maria Angelica Sátiro and Ana Miriam Wuensch, written by women's authors. The survey is organized into three chapters. In the first chapter, I present the path taken to the constitution of the research problem, the justification for its realization, as well as the problem and the objectives. In addition, I present the justification for delimitation of the corpus for the analysis and the theoretical-methodological perspective that inspired the conduct of this research and some concepts that were used throughout the analysis, especially the concepts, speech, provenance and emergency. In the second, I identify some of the textbooks of Philosophy produced in the Brazilian scenario in the 1980s and 1990s. At the same time is presented a study of the period in Brazil, which allows to point out some of the origins that made possible the emergence of the textbook on Philosophy. In the second chapter, the analysis developed is the result of convergences and recurrences obtained from the three textbooks stipulated as corpus of research. The presented and problematized recurrences were: Formal structure of textbooks, Philosophy and Ways of Teaching Philosophy. As a result of the analysis we point out some considerations about the books, such as: the three books have a similar formal structure in view of the conditions of editorial production of the time. About the Philosophy we can see that there is a will for truth, about the speeches in the books, which point to a Philosophy from Greece, male, white, European, among other characteristics. Regarding the analysis of the ways of teaching Philosophy, we understand that all three have a systematic approach. However, these books present some distances from the use of the history of Philosophy along their pages. In this sense, the analysis made possible the understanding of how these books were produced, and what discourses about Philosophy and its teaching are conveyed by them.