Banca de QUALIFICAÇÃO: JOSE ANDERSON DE OLIVEIRA LIMA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOSE ANDERSON DE OLIVEIRA LIMA
DATE: 05/02/2024
TIME: 14:00
LOCAL: CEDU/UFAL
TITLE:

PRACTICE AND TEACHING OF PHILOSOPHY: THE SOCIAL DIMENSION IN THE LATIN AMERICAN EDUCATIONAL PERSPECTIVE

 

 

 

 

 

 

KEY WORDS:

Praxis, Reason, Colonization, Critical-Social, Teaching

PAGES: 81
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Filosofia da Educação
SUMMARY:

The present study intends to investigate and understand the historical confrontation that denounces the contradictions that the invasion of the European ego caused in Latin America. Above all, the vestiges of dominance of an instrumental reason that strategically orchestrated the school formation and way of life of the Latin American subject. Considering the face of a modernity that expanded and covered up the Other, here, thinking and saying from the ground of Latin America, colonization is synonymous with the death of this non-European Other. The Other in their freedom, culture and life! That said, the scenario of social injustice in this region reveals to us that the colonization process left deep marks that surround the school and updates the past that insists on preserving the situation of dominance. It is necessary to highlight that poverty, exclusion and marginalization are everyday remnants of a dominating reason that landed and expanded brutally in these lands. Based on the assumption that the social dimension is an indispensable educational perspective for raising awareness in the school environment, our problem focuses on: How can teaching praxis intervene in this context of standardization and mastery of mechanized reason that disregards the experience of the “Other” as a point of departure? pedagogical departure? We understand that teaching practice is a very important path in this school activity. In this sense, our research object focuses on the teaching activity of male and female teachers working in public schools. Therefore, our intention is to investigate, understand and explain whether and how the social dimension occurs within the horizon of teaching practice. To achieve this, the methodology we will adopt in this study results from a qualitative approach that is expressed in bibliographical research in a theoretical and investigative way. In this in-depth investigation, we will visualize in the Philosophy Teaching itinerary the exercise of praxis, which liberating pedagogy will be a concept present on the horizon of an educational perspective committed to critical-social development. Furthermore, we will be guided, mainly, by theoretical references presented in the works of the Argentine philosopher Enrique Dussel, in addition to the literary collection of the Brazilian educator and philosopher Paulo Freire

COMMITTEE MEMBERS:
Interno(a) - 1835863 - ANDERSON DE ALENCAR MENEZES
Interno(a) - 2163805 - MARIA DOLORES FORTES ALVES
Interno(a) - 1121375 - WALTER MATIAS LIMA
Externo(a) à Instituição - ELIZABETE AMORIM DE ALMEIDA MELO - UFPE
Externo(a) à Instituição - JUNOT CORNÉLIO MATOS - UFPE