Banca de QUALIFICAÇÃO: ADAILTON PEREIRA DE MELO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ADAILTON PEREIRA DE MELO
DATE: 16/12/2022
TIME: 14:30
LOCAL: QUALIFICAÇÃO REMOTA - GOOGLE MEET
TITLE:

PLURIDISCURSIVITY AND PLURIESTILISM: TEXT IN ITS PHILOSOPHICAL-PEDAGOGICAL USE IN PHILOSOPHICAL DIALOGUES IN SCHOOL (PHILOSOPHY CLASSROOM)

KEY WORDS:

Teaching. Philosophy. Pluridiscursivity. Plustylism. Text.

PAGES: 59
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Every text is the expression of some communicative purpose and it is resorted to as a functional activity, in the sense that it has a purpose for which the reader resorts as a specific object. In the case of the philosophical text in the classroom, it is the light of confrontation offered to students in relation to their expectations, questioning them about factual experiences. In this sense, what is a text is problematized? What can be defined as a philosophical text, or does every text have a philosophical dimension? The text implies a verbal expression of a social communication activity, even if philosophical, it involves an interlocutor, implying dialogism. According to Bakhtin (1995), every verbal expression is a social activity that creates dialogism and, consequently, generates the creation of concepts, which occur in the plane of immanence (Deleuze; Guattari, 2010), with purpose and objectives. The concept is built from a theme, a topic, a central idea, a semantic core that gives them conditions of continuity, unity, comparison, and that implies other criteria of textuality. The non-philosophical, according to Deleuze (2010) is at the heart of philosophy and addresses non-philosophers in a punctual and immanent way. Thus, it is important to agree with what Poncio says; Calefato and Petrilli (2007), philosophical language has two fundamental dimensions: it is pluridiscursive, as it is not reduced to any genre of discourse or enunciation; it is pluri-stylistic, as it is not closed off or reduced to the style of an author, of a historical period. Considering the classroom as an interactive space for the production of concepts, the research aims to investigate the nature of the text of a philosophical nature and its mediation for the students' philosophizing, understanding the text as a privileged space for reflection, analyzing its characteristics that make it to be philosophical, understanding its role in the classroom and discussing its pluridiscursivity and its pluri-stylistic nature. It is known that literature is rich in texts that, although not directly philosophical, are imposed by their literary nature capable of producing in the reader the necessary structure of reflection for the construction of concepts. In this way, every genre can be philosophical or meet a philosophical need, as long as it is capable of producing in the subject that challenges its dialogue with the text. In this sense, Derrida produces “an intertwining of the philosophical and the literary” (SALANSKYS, 2015, p.31). The discussion on the subject cannot fail to consider the meaning of the text based on textual linguistics and understand how the text can be philosophical or serve for the philosophical path of thought. At this point, understand some inherent topologies (there are diversities of textual genres such as the poem and the cartoon, prioritized in the intervention work in the classroom, but there are still chronicles, poetic music, among others) and how it is possible, from reading, exercising the process of understanding and philosophical literacy, given the production of concepts, considering that concepts are exactly like sounds, colors or images, and this is what makes philosophy in a state of active and internal alliance with other domains. The starting point for understanding the criteria for choosing this or that philosophical text for reading by students considers that the language of philosophy manifests itself as linguistic-social and ideological for dialogic plurilingualism. This means that Philosophy speaks in communication, but also in confrontation with different languages of different life systems, cultures, social groups, speech genres, professions and scientific specializations. In the methodological path, field research will be considered, that is, the analysis of texts produced by students from the textual construction process with themes chosen by them according to the need for daily discussion, related to the practice of philosophizing in the classroom This is because “which leads us to understand that dialogic questioning enables learning of choices and decisions towards the human ontological project in the sense of being in its being, since questioning is an act of investigation that seeks to understand problems common staff” (SILVA; MATOS; CORREIA, 2019, p.3), The research will be carried out in 15 high school classes, at Escola Guedes de Miranda, in Porto Calvo, belonging to the 10th GERE (Regional Management of Education) of the network state education in Alagoas.

BANKING MEMBERS:
Presidente - 335.798.814-34 - JUNOT CORNÉLIO MATOS - UFPE
Interno(a) - 2163805 - MARIA DOLORES FORTES ALVES
Interno(a) - 1121375 - WALTER MATIAS LIMA
Externo(a) à Instituição - WALTER OMAR KOHAN - UERJ
Externo(a) à Instituição - CARLOS BERNARDO SKLIAR