FAFIL - Trabalhos de Conclusão de Curso
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Item type: Item , Sobre o ensino da filosofia na escola debater, dialogar, formar uma opinião: para quê?(Universidade Federal de Goiás, 2024-08-09) Lobo, Tahinny da Silva; Felício, Carmelita Brito de Freitas; Lopes, Adriana Delbó; Chaves, Rosângela Almeida; Felicio, Carmelita Brito de FreitasThis monograph is the result of research carried out during the Compulsory Curricular Internship of the Philosophy Degree course. Based on the report of this experience and the study of authors in the field of philosophy teaching in Brazil, the proposal of the work is to think about the teaching of philosophy in school that includes the debate of problems of social and political life. The proposal is based on a dialogical perspective that seeks to develop students' criticality, argumentation, autonomy and responsibility. In this way, the hypothesis that underpins the research is centered on the possibility that communication and interaction between them, through dialogue, can help achieve a double objective: learning knowledge through collective creation and the formation of opinion. The debate in the classroom, suggested in the national curriculum parameters for secondary education, is the subject of analysis in the text. This analysis is based on the experience inherited from the tradition of philosophy, particularly the example of Socrates. His teachings are still relevant today insofar as his method presents the conditions for developing dialogical investigation, from which it is not simply a matter of accepting people's opinions, but examining them in the light of the arguments and justifications presented by the interlocutors in the dialogue. In view of the above, a possible program for teaching philosophy is presented at the end, in which it is suggested that a serious social problem to be examined and debated in the classroom is the violence that affects contemporary schools. In this sense, the proposal to debate the topic is based on a conception of teaching and learning that has supported our formative course in Philosophy and is based on these presuppositions: the teacher's observation and diagnosis of the conditions in the school, attentive listening to its agents, the contexts in which they are inserted and how these same contexts affect their experiences.Item type: Item , O livro V da República à luz da perspectiva do pensamento crítico(Universidade Federal de Goiás, 2024-12-24) Silva, Kamylla Stephany Ribeiro Campos da; Borges, Anderson de Paula; Felicio, Carmelita Brito de Freitas; Damião, Carla Milani; Borges, Anderson de PaulaThe present word, entitled Book V of the Republic from the perspective of critical thinking, was chosen because criticality appears as an immanent element throughout the history of philosophy, and can therefore be analyzed in the context of both ancient and contemporary philosophy. In this way, the objectives of this monograph were to carry out an investigation into what knowledge, opinion and ignorance would be for Plato, since from the perspective of this work knowledge will be understood as critical thinking and opinion as non-critical thinking, in addition to an investigation into the ontological and epistemological approach to doxa and epistem, analyzing what being, no-being and the Platonic Forms would be. Based on all this analysis, the last chapter investigated whether there are links between the Platonic conception of critical thinking and this thinking in the contemporary context, as well as the possibility of a progression from doxa to episteme in a philosophy class, bearing in mind that the teaching of philosophy is a topic that I consider fundamental. After all this research carried out in Book V of The Republic, since it is in this work that Plato makes it clear what he understands by knowledge and opinion, it is possible to come to the conclusion of what Plato understood these concepts to be, in addition to making it clear that it would be preferable for people to have critical thinking, instead of non-critical thinking, because this way they would be assured of knowledge that would be true.Item type: Item , O mal-estar na docência e suas implicações no ensino de filosofia(Universidade Federal de Goiás, 2024-12-18) Silva, Ludmylla Pereira da; Felicio, Carmelita Brito de Freitas; Chaves, Rosângela Almeida; Chaves, Rosângela Almeida; Ferreira, Evandson Paiva; Felicio, Carmelita Brito de FreitasThis paper, titled The Malaise in Teaching and Its Implications for Philosophy Education, aims to reflect on the working conditions of teachers and their impact on the mental health of educators, with a focus on the context of philosophy education. Teacher malaise is an increasing phenomenon, with factors such as emotional overload, professional isolation, and pressure for immediate results contributing to a significant rise in psychological issues. These aspects not only undermine the well- being of educators but also affect the quality of pedagogical relationships and, consequently, the teaching-learning process. In light of this scenario, it is essential to question the possible causes of this malaise and reconsider pedagogical practices and public policies aimed at supporting the well- being of these professionals. Proposals such as the ethics of care, along with actions integrating institutional and psychological support, may offer alternatives to mitigate the implications of malaise and foster a more humane and welcoming environment for the entire school community, as discussed in this paper.