Navegando por Autor "Costa, Leandro Sousa"
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Item Educação e dissenso: os círculos de cultura como vivência democrática na escola(Universidade Estadual do Paraná, 2024-11-18) Pereira, Solange Alves; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058; https://lattes.cnpq.br/1626114266737118; Silva, Daniel Santos da; https://lattes.cnpq.br/3022521670935308; Santana Junior, Paulo Borges de; https://lattes.cnpq.br/1503481482254393This research delves into Paulo Freire's perspective on radical and substantive democracy, highlighting its vital role in emancipatory human formation. The analysis is grounded in the methodology of the Culture Circles proposed by Freire, embracing an interdisciplinary approach that intertwines philosophy with educational principles. This study holds particular significance within the context of integrated high school and vocational training for teacher education, serving as the site for practical implementation. We assert that the development of democracy within the school is closely linked to the broader democratization of the society in which it exists. Paulo Freire has been selected as our primary theoretical reference, alongside other contemporary thinkers who engage with this theme. Notably, the Belgian philosopher Chantal Mouffe emerges as a key figure, whose ideas are crucial for comprehending the current landscape and the challenges faced by school democracy. We acknowledge that Freire's thought remains highly pertinent in analyzing contemporary classrooms in public schools. He depicts the classroom as a democratic space that cherishes the dialogical relationships formed within networks of individuals, all within a critically reflective postmodern context.Item O debate no ensino de filosofia(Universidade Estadual do Paraná, 2020-09-28) Iagnesz, Madalena Aparecida Zamboni; Cruz, Estevão Lemos; https://lattes.cnpq.br/5593276758947779; https://lattes.cnpq.br/8874511299237822; Silva, Daniel Santos da; https://lattes.cnpq.br/3022521670935308; Schnorr, Giselle Moura; https://lattes.cnpq.br/7136004914851928; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058By assuming that philosophy, teaching and debate have always walked together since the beginning of Western philosophy, this research seeks to think about the possibility of teaching philosophy from the insertion of the practice of debate in the school environment. To this end, we sought to investigate the construction of the practice of debate based on two foundations. The first, concerning the method, aims to find in rhetoric, dialectics and sophistry the substrate that gives the debate its philosophical character. The second, concerning methodology, seeks to visualize in modern models of debate, such as the British Parliament, Lincoln-Douglas etc., a practice that efficiently stimulates the proper direction of a debate and can, consequently, provide a better experience of doing philosophical itself as rhetoric, dialectic or sophistry. The practical application of the present research focused specifically on the application of the debate based on Aristotelian rhetoric and on a modification of the British Parliament debate technique. The result of the research pointed to a development of the students' reflective and argumentative capacity about philosophical themes and the validity of their own ideas. As a final product of the research, there was the creation of a website that exposes the methodology adopted and aims to help teachers interested in using the practice of debate in schools.Item O ensino de filosofia e o desenvolvimento de práticas educativas marcadas pelo exercício do poder dialógico e comunicativo(Universidade Estadual do Paraná, 2021-10-05) Reitz, Rodrigo Scherer; Stadler, Thiago David; https://lattes.cnpq.br/6488253625581935; https://lattes.cnpq.br/5918901673170869; Almeida, Antônio Charles Santiago; https://lattes.cnpq.br/5446755649820726; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058The main scope of this work is the discussion of some practices in the teaching of philosophy, from the exercise of communicative and dialogic power in the classroom environment. Therefore, it first appropriated the Habermasian concept of communicative action and its reach in debates and dialogic practices in the classroom, reaching, with such a framework, the student's participation in view of consensus. With the attention turned to the students' reports, the antithesis to this perspective emerged, with the support of the concepts of adversaries and agonism proposed by Chantal Mouffe, the occasions in which dissent arises were debated. Consequently, the dissent factor became current in discussions in the classroom and beyond, that is, as a perspective for the analysis of democracy built through the clash of opposing positions without, however, understanding the opposite as the one that should be eliminated. In the course of classroom practice, a difficult time arose, which also served as the basis for an account of a teaching experience during the period of the pandemic caused by COVID19. Thus, the aspects of philosophy teaching, seen from the dialogical exercise in the classroom, combined with elements of consensus, of dissent, culminating in the teacher's experience far from contact with the classroom, converged as the most important aspects relevant to our work.Item Uma proposta de filosofia pop para o ensino de filosofia(Universidade Estadual do Paraná, 2021-10-29) Gelchaki, Sérgio; Cruz, Estevão Lemos; https://lattes.cnpq.br/5593276758947779; https://lattes.cnpq.br/8760728367985488; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058; Stadler, Thiago David; https://lattes.cnpq.br/6488253625581935This dissertation discusses the possibility of a popular philosophy based on aspects of pop culture. As we know, philosophical thought emerged in a superior social class, however, considering the totality as its object, it follows that we can assume the inclusion of the popular bias as an instrument in its discussions. This is justified based on the concept of culture as a result of everything produced by human beings, as, in contrast to the natural, it allows philosophy to trace an inclusive path for the establishment of its reflections. In this sense, particularizing the pop aspect, we reiterate that everything produced by the Cultural Industry is a pop instrument and can serve as a resource for the Teaching of Philosophy. Due to this, we conclude that the purpose of these productions is to spread philosophical ideas. To achieve this goal, however, it is necessary to break with the main paradigms responsible for establishing a negative view of both the popular aspect and the products from the Cultural Industry. Given these notes, we propose to divide this dissertation into two parts. At first, we will present some theorists who do not agree with the use of the pop aspect. As an example, we can mention Plato, Descartes, Hegel and, mainly, Adorno and Horkheimer. Continuing with this opposition, we will expose some thinkers who defend this approach, such as Hadot, who proposes philosophy as a way of life, and Deleuze, the first author to resort to the expression “pop philosophy”. Parallel to this, we can also cite as contributors Paulo Freire, an exponent of Brazilian education, and Charles Feitosa, one of the main authorities in pop philosophy. After this initial dialogue, in the second chapter, we will discuss the development of our pedagogical activity proposed by the Professional Masters, making use of pop methodology and existentialist philosophy, especially through the contributions of Sören Kierkegaard and Jean-Paul Sartre. Underlying this, we will use episodesfrom the Rick and Morty series as an instrument, particularly focusing on the study of the notions of anguish and freedom. Finally, we highlight the importance of this research in the desire to show education professionals the importance of using new teaching resources in order to encourage students to exercise critical thinking as an essential element for their human and social formation.Item Uma reflexão sócio-filosófica da evasão escolar na educação de jovens e adultos – EJA(Universidade Estadual do Paraná, 2024-08-30) Santos, Luiz Antônio Valentim dos; Silva, Daniel Santos da; https://lattes.cnpq.br/3022521670935308; https://lattes.cnpq.br/6797757425290882; Cruz, Estevão Lemos; https://lattes.cnpq.br/5593276758947779; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058; Santana Junior, Paulo Borges de; https://lattes.cnpq.br/1503481482254393The present work aims at understanding to what extent school dropout, withdrawal or failure in Youth and Adult Education (EJA) at Adiles Bordin State School connects with the Philosophy Curriculum Component, even though being aware that the phenomenon of school dropout is not exclusive to EJA nor can be linked to a single social condition. Thus, when referring to the teaching modality of EJA in a period of pandemic and especially the post- pandemic, this research revealed a latent reality in Youth and Adult Education, school dropout. Therefore, it is worth mentioning that, among the Curricular Components offered in the High School of EJA, of this Basic Education Institution, the Philosophy Curricular Component emerges with the highest rate of school dropout and/or waiver. Thus, the research sought to understand the influence of the Curricular Component of Philosophy, through a theoretical and socio-philosophical analysis on the phenomenon of school dropout in high school of EJA. The theoretical and methodological basis for this research was the writings of the French sociologist Pierre Bourdieu. For this author, school failure is not simply the result of students’ lack of creativity or effort but it is seen as a complex phenomenon that reflects the structural inequalities present in society. Bourdieu argues that the educational system often reproduces and perpetuates existing social inequalities, favoring those who already have cultural, economic, and social capital. He introduces the concept of “symbolic violence” to describe how educational institutions can impose norms and values that benefit certain social groups at the expense of others. For example, students from higher social class families may be more familiar with the cultural expectations and practices valued by the school, which confers a significant advantage over students from less privileged backgrounds. Therefore, for Bourdieu, school failure cannot be understood without considering the broader social context and power structures that shape educational opportunities. In this sense, the objective of the research was to problematize, together with EJA students, the various causes that can lead to school withdrawal and, if among them, the Curricular Component of Philosophy or the Teaching of Philosophy contribute in some way to the phenomenon presented here.Item Uma travessia para a morada do ser: compreensão do silêncio na poesia de Alejandra Pizarnik(Universidade Estadual do Paraná, 2024-08-30) Costa, Karine Bueno; Cruz, Estevão Lemos; https://lattes.cnpq.br/5593276758947779; https://lattes.cnpq.br/9146784389634240; Costa, Leandro Sousa; https://lattes.cnpq.br/5289097817087058; Silva, Daniel Santos da; https://lattes.cnpq.br/3022521670935308; Santana Junior, Paulo Borges; https://lattes.cnpq.br/1503481482254393This research problematizes the philosophical question of what silence is. Based on this questioning, the deep relationship between silence, poetry and philosophy was investigated, focusing on the work of Alejandra Pizarnik. Through the analysis of his poems, it was found that silence is not just the absence of sound, but a fundamental state of human existence that precedes and permeates language, based on Heidegger's vision. Poetry, in this context, emerges as a privileged space for the exploration of silence, thus, it was realized that it is the poet who has privileged access to silence, through the construction of the lyrical self. Furthermore, to explain Philosophy and Poetry, we elaborate a discussion around the intrinsic “transversality” of Philosophy, in the view of S. Gallo, without hierarchizing and/or losing the specificities of each area, but pointing out that philosophy occurs poetically, because this is the language that has privileged access to the original, to the truth of being and which enables the understanding of being in the world.