Banca de DEFESA: ALEXSANDRO DA SILVA MARQUES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALEXSANDRO DA SILVA MARQUES
DATE: 13/07/2023
TIME: 14:00
LOCAL: Formato Remoto com Transmissão simultânea pelo Youtube @RetoricasComunicacao
TITLE:

Tornando-se Sujeitos da Aprendizagem Filosófica: Experimentações, Modelagens e Análise Cognitiva de um Ateliê Filosófico na Formação de Professores/as.

KEY WORDS:

Philosophical learning. Philosophical Atelier. Teacher education. Polylogical Theory. Cognitive Analysis.

PAGES: 273
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research investigates the learning of philosophy in teacher education, focusing on the "knowing-how" of the formational device called the Philosophical Workshop. Considering the lack of studies that focus on learning, rather than just teaching, philosophy in teacher education, this research seeks to problematize issues related to the role of the subject in their philosophical learning in university teaching and the dissemination of this knowledge to the wider community. The overall objective is to construct a formational device for the development of philosophical learning and highlight its implication in the process of teacher education. To
understand the interference of pedagogical and philosophical aspects, as well as mediations in education, the research adopts a qualitative approach inspired by phenomenology, employing experimental workshops, participant observation, field notes, and semi-structured interviews. The central question is: "How does the Philosophical Workshop mobilize the agency of teacher education students in relation to philosophical learning and what is its implication for their education?" The empirical sample consisted of six students from different teacher education programs at a public university in the state of Bahia, Brazil, who played the role of authors in their learning processes and shared their experiences as participants in the Philosophical Workshop through semi-structured interviews. The analyses were based on an analytical framework consisting of three fields: ontological, epistemic, and ethical-aesthetic. The epistemic foundation is the Polylogical Theory, which operates within the scope of Cognitive Analysis (AnCo). Cognitive Analysis, in its approach to knowledge, involves developing an ecologized thinking consciousness capable of reconnecting the dimensions of life, human
dimensions, and dimensions of various knowledge in the process of understanding and generating knowledge. Polylogical Theory emphasizes different modulations of human experience in four modes of creation: art, science, philosophy, and mysticism. The results highlight the creation of the concept of polylogical craftsmanship as an intersection established by each student's understanding and articulation of lived knowledge with the subjective agency of learning radical ontological difference within ecoformative dynamics, mobilized for the process of philosophical learning. The implications of the Philosophical Workshop device are
emphasized in the realization of a cognitive design that breaks away from the transmissibility of contents from the history of human thought as a cognitive prescription of concepts, opening up possibilities for formation in the mode of relationship established by the participants, in self-learning, with philosophical questions in managing one's own life, in the adventure of becoming autonomous and inventive subjects. Finally, the thesis advocates for the development of a philosophical learning committed to the process of decolonizing bodies and the spaces they occupy, questioning the "place" of those who learn philosophy in university education, enabling the search for meaning about oneself through a self-opening in relation to the world, with different contexts and realities that involve human development and ontologically constitute it. The Philosophical Workshop device is configured as a pedagogical device and a methodological modeling that mediates philosophical learning in teacher education without establishing itself as a pre-formed action of mechanical and uncritical application, validating education as an enhancer of formational movements and as a becoming created-creator, in which individuals become central characters in philosophical learning.

COMMITTEE MEMBERS:
Presidente - ***.395.095-** - EDUARDO CHAGAS OLIVEIRA - UEFS
Interna - 1041925 - MARIA INES CORREA MARQUES
Interno - 1224030 - DANTE AUGUSTO GALEFFI
Externo ao Programa - 2682594 - FABIO PESSOA VIEIRA - UFBAExterna à Instituição - ANDREIA BARBOSA DOS SANTOS - UFRB
Externa à Instituição - IVANA LIBERTADOIRA BORGES CARNEIRO - UNEB