DSpace Coleção:https://repositorio.ufms.br/handle/123456789/36142026-04-16T02:18:44Z2026-04-16T02:18:44ZPROJETO DE EXISTÊNCIA E TERRITÓRIO EXISTENCIAL: UMA PROPOSTA LÚDICA PARA A SALA DE AULA DO ENSINO MÉDIO A PARTIR DE SARTRE E DELEUZE.https://repositorio.ufms.br/handle/123456789/128622025-10-31T14:46:13Z2025-01-01T00:00:00ZTítulo: PROJETO DE EXISTÊNCIA E TERRITÓRIO EXISTENCIAL: UMA PROPOSTA LÚDICA PARA A SALA DE AULA DO ENSINO MÉDIO A PARTIR DE SARTRE E DELEUZE.
Abstract: This dissertation examines the integration of the Life Project within Brazil’s New Secondary Education, in light of the gap present in the Reference Curriculum of Mato Grosso do Sul. The research designs and implements a didactic device inspired by Sartre’s existentialism and by the philosophy of difference in Deleuze and Guattari, embodied in the pedagogical RPG Café de Flore: Who Killed La Vie?. The didactic trajectory combines a flipped classroom, a philosophical competition with quizzes, and an investigative narrative mediated by virtual reality glasses. Symbolic elements such as freedom, responsibility, and contingency emerge, alongside a rearrangement of the classroom-space that fosters authorship and cooperation. The theoretical framework dialogues with existential psychology and positive psychology, distinguishing purpose from existence project through the notions of flow, freedom, responsibility, and anguish. Records of application indicate strong engagement among students, teachers, and staff; classes unfold as events, and “bodies without organs” surface in creative drift. More than
Tipo: Dissertação2025-01-01T00:00:00ZDIALOGANDO SOBRE AS VIVÊNCIAS: uma proposta metodológica para o ensino médio fundamentada em Sócrates.https://repositorio.ufms.br/handle/123456789/128612025-10-31T14:45:37Z2025-01-01T00:00:00ZTítulo: DIALOGANDO SOBRE AS VIVÊNCIAS: uma proposta metodológica para o ensino médio fundamentada em Sócrates.
Abstract: ABSTRACT
BARBOSA, Thiago Alvarenga. Dialogues on experience: a methodological proposal for high school based on Socrates. 2025. Dissertation (Master’s in Philosophy) – Federal University of Mato Grosso do Sul, Faculty of Human Sciences, Campo Grande, 2025.
The dialogical method is the essence of Socratic philosophy, whose objective is to bring interlocutors closer to essential questions of human existence and its direct relationship with life in the polis. In this sense, the use of good dialogue as a tool for the collective construction of knowledge is necessary due to the problems caused by the lack of argumentation. Thus, this dissertation aims to start with a careful analysis investigating the importance of the dialogical method for the learning of high school students, using Socrates as a reference figure as a self-critic of the way of dialogizing. As a product, a booklet will be created based on the existential questions experienced by students in their respective technical courses. The result is to sensitize teachers and students about the importance of dialogue as a source of collective knowledge construction that, aligned with everyday issues, can serve as a reference for more attractive philosophy classes for students.
Keywords: Socrates; teaching; philosophy; dialogue; methodology.
Tipo: Dissertação2025-01-01T00:00:00ZO DIÁLOGO PLATÔNICO E A TOLERÂNCIA RELIGIOSA: UMA PROPOSTA PARA O ENSINO MÉDIOhttps://repositorio.ufms.br/handle/123456789/128602025-10-31T14:44:49Z2025-01-01T00:00:00ZTítulo: O DIÁLOGO PLATÔNICO E A TOLERÂNCIA RELIGIOSA: UMA PROPOSTA PARA O ENSINO MÉDIO
Abstract: This paper addresses the importance of the Platonic dialogical method, presents religions as cultural and political manifestations, and the promotion of religious tolerance, based on discussions held in the high school environment of a public school in Campo Grande, Mato Grosso do Sul. The theoretical contributions were provided by Platão (1975; 2006), who, in the figure of Socrates, emphasizes dialectics over rhetoric; John Locke (2022), Voltaire (2022), and Juan José Tamayo (2004), who discussed religious tolerance; Milene Cristina Santos (2017), regarding religious intolerance; Mircea Eliade (2018), regarding the essence of religions; and Cristina de Souza Agostini (2023) and Juarez Gomes Sofiste (2017), on dialogical investigation, in addition to the foundation in fundamental official documents of human rights, such as the Universal Declaration of Human Rights (UNO, 2013), the Federal Constitution (Brasil, 2016), and the National Common Curricular Base (Brasil, 2018). The research becomes relevant not only because it bases the Platonic dialogical method, religious issues, from a philosophical perspective, and the sciences of religions, but also because it emphasizes a pedagogical approach that seeks to equip teachers and students for a culture of tolerance, peace, respectful dialogue, and the appreciation of otherness.
Keywords: Platonic-Socratic dialogue. Religious Tolerance. Religious Plurality. Human Rights. Philosophy.
Tipo: Dissertação2025-01-01T00:00:00Z"REFLEXÕES SOBRE A AUTORIDADE DO PROFESSOR NA PERSPECTIVA DE HANNAH ARENDT"https://repositorio.ufms.br/handle/123456789/128262025-10-24T22:41:54Z2025-01-01T00:00:00ZTítulo: "REFLEXÕES SOBRE A AUTORIDADE DO PROFESSOR NA PERSPECTIVA DE HANNAH ARENDT"
Abstract: This study investigates teacher authority in light of Hannah Arendt's thought, taking as its central focus the essay “The Crisis in Education,” found in Between Past and Future. The main objective is to understand how Arendt's interpretation of education, articulated with concepts such as tradition, authority, and novelty, can illuminate the discussion on the role of teachers in contemporary times, especially in Brazilian public secondary education. From this perspective, authority is not conceived as an imposition, but as the thread that sustains the journey of the new toward the common world, protecting both the child from the world and the world from the child, until both are ready to encounter each other with maturity and freedom. As a pedagogical proposal, the work presents an educational product aimed at teacher training, designed to help teachers rebuild their ethical and pedagogical authority through reflective activities grounded in Arendt's ideas. It is, therefore, a defense of the school as a space for introduction to the world, and not for political experimentation, reaffirming the teacher's mission to form human beings capable of thinking, judging and acting with conscience.
Keywords: Authority; Education; Hannah Arendt; Teacher; Tradition.
Tipo: Dissertação2025-01-01T00:00:00Z