O ensino de filosofia e o filosofar e a possibilidade de uma experiência filosófica na atualidade
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Data
2010-02-22
Autores
Brocanelli, Cláudio Roberto [UNESP]
Título da Revista
ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nosso objetivo nesta pesquisa é pensar a questão do Ensino da Filosofia e do filosofar, a partir de alguns pensamentos filosóficos que marcaram a reflexão sobre a Educação no século XX e neste início do século XXI, bem como destacar o problema da experiência do homem na atualidade. O decurso desse trabalho e sua elaboração sustentam-se no estudo teórico-filosófico, apresentando os conceitos pesquisados sob a orientação da ontologia hermenêutica de Gadamer, com o intuito de compreender o pensamento dos autores estudados e a realidade em que a sociedade atual vivencia. A percepção de uma sociedade entregue à mentalidade pós-moderna tornou-se subsídio para a Filosofia e a Educação, exigindo e propondo a reflexão urgente sobre a banalização da vida, a subserviência ao consumismo desenfreado e a expropriação da experiência. Resgatando a antiga relação entre a Filosofia e a Pedagogia, nos propomos a pensar a experiência na vida e na Educação, especificamente uma experiência que possibilite também a reflexão dos estudantes frente à realidade em que vivem hoje; ou seja, pensamos na urgência de uma Educação que valorize novamente a reflexão filosófica por meio de uma experiência filosófica, tendo-a também como fim. Assim, nossa pesquisa problematiza o Ensino de Filosofia bem como aprofunda o tema da experiência, apresentando sua importância no momento presente, construindo uma reflexão a partir da seguinte pergunta: como é possível uma experiência filosófica hoje? E, havendo essa experiência, como acontece a sua transmissão? O desenvolvimento do estudo sobre a experiência conduziu-nos a pensar sobre a infância, momento forte e propício da Educação, tornando-se o pano de fundo da pesquisa, pois a infância não se fecha numa idade cronológica, mas...
Our objective in this research is to think the issue of Teaching Philosophy and the philosophizing, though some philosophical thoughts that marked the debate on Education in the twentieth century and in the beginning the twentieth one century, well how to highlight the problems of mankind’s experience in nowadays. The course of this work and the elaboration are underpinned by theoretical-philosophical study, presented by researched concept oriented by hermeneutic ontology of Gadamer, in order to understand the thoughts of the authors studied and the reality in which current society experiences. The perception of one society postmodern mentality became allowance for Philosophy and the Education, proposing and demanding an urgent reflection about the trivialization life, Subservience to the rampant consumerism and the expropriation of experience. Rescuing the historical relationship between Philosophy and Pedagogy, we propose to think the experience in life and Education specifically an experience that will also led reflection of students face the reality in which they live today that is, we think of urgency of Education that values back to philosophical reflection through a philosophical experience, and it also as an end. Our research questions the Teaching of Philosophy and deepens the theme of experience, showing its importance in present moment, building a reflection from the following question: how can it be possible a philosophical experience today? And when it happens this experience, and how it happens as its transmission? Development the study on the experience led us to think about childhood currently strong and conducive to Education, becoming the backdrop of research, as the childhood does not close in chronological age, but prevalent in human life as a condition, turns into Education and learning... (Complete abstract, click electronic address below)
Our objective in this research is to think the issue of Teaching Philosophy and the philosophizing, though some philosophical thoughts that marked the debate on Education in the twentieth century and in the beginning the twentieth one century, well how to highlight the problems of mankind’s experience in nowadays. The course of this work and the elaboration are underpinned by theoretical-philosophical study, presented by researched concept oriented by hermeneutic ontology of Gadamer, in order to understand the thoughts of the authors studied and the reality in which current society experiences. The perception of one society postmodern mentality became allowance for Philosophy and the Education, proposing and demanding an urgent reflection about the trivialization life, Subservience to the rampant consumerism and the expropriation of experience. Rescuing the historical relationship between Philosophy and Pedagogy, we propose to think the experience in life and Education specifically an experience that will also led reflection of students face the reality in which they live today that is, we think of urgency of Education that values back to philosophical reflection through a philosophical experience, and it also as an end. Our research questions the Teaching of Philosophy and deepens the theme of experience, showing its importance in present moment, building a reflection from the following question: how can it be possible a philosophical experience today? And when it happens this experience, and how it happens as its transmission? Development the study on the experience led us to think about childhood currently strong and conducive to Education, becoming the backdrop of research, as the childhood does not close in chronological age, but prevalent in human life as a condition, turns into Education and learning... (Complete abstract, click electronic address below)
Descrição
Palavras-chave
Educação, Infância, Experiencia de vida, Filosofia - Estudo e ensino, Filosofia e educação, Experience, Education, Childhood, Teaching Philosophy, Philosophy of Education
Como citar
BROCANELLI, Cláudio Roberto. O ensino de filosofia e o filosofar e a possibilidade de uma experiência filosófica na atualidade. 2010. 128 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2010.