http://repositorio.ufc.br/handle/riufc/34045 2026-06-11T18:12:11Z http://repositorio.ufc.br/handle/riufc/86717 Título: O convívio social e a reflexão filosófica: repercussões do ensino de filosofia na EEM Monsenhor Furtado em Meruoca Ceará Autor(es): Dias, Ícaro Pinho Abstract: This dissertation analyzes the effects of Philosophy teaching on the social interactions of students at Monsenhor Furtado High School, located in the municipality of Meruoca, Ceará. It is based on the premise that the development of rationality, by fostering a questioning mode of thinking, influences individuals’ self-understanding and their social interactions. In the educational context, the appreciation of critical thinking is a fundamental element in human formation. The general objective of the study was to analyze how the teaching of Philosophy contributes to the improvement of social coexistence among high school students. Specifically, it sought to: (i) identify the main methodological approaches used in the teaching of Philosophy at the institution; (ii) investigate how exposure to the subject contributes to the development of argumentative, ethical, and dialogical skills among students; and (iii) evaluate the impact of this teaching on the formation of values that foster harmonious coexistence within the school environment and in society. This qualitative research incorporated descriptive, explanatory, and field-study characteristics, with behavioral data collected in the school’s natural environment without observer interference. The theoretical framework was based on the contributions of thinkers such as Rousseau, Adorno, Gallo, Arendt, and Lipman, who offer perspectives on the role of education and philosophy in the development of autonomy, reasoning, and self-sufficiency in individuals. The relevance of the study lies in the challenges faced by contemporary education in forming the individual in an integral manner, especially in regard to the practice of tolerance, respect, and the ability to engage in dialogue amid diversity. The results of the investigation demonstrate that Philosophy teaching at EEM Monsenhor Furtado has promoted significant changes in students’ social interactions, expressed through: an increased ability to handle conflicts through dialogue and argumentation; the development of a more critical and reflective stance toward social norms and values; and a more conscious exercise of citizenship, with actions guided by ethical principles such as respect, empathy, and collective responsibility. By examining the impact of philosophical education, the study contributes to the improvement of pedagogical practices and encourages reflections on Philosophy’s potential to enable more conscious social coexistence and the cultivation of positive human relationships. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86636 Título: O método socrático como metodologia para a mediação da aprendizagem de filosofia na EEMTI Marconi Coelho Reis em Cascavel-CE Autor(es): Santos, Maria Edilma Saboia Abstract: This research proposes the application of the Socratic method as a central tool for learning mediation in the teaching of Philosophy in High School, articulating it with the principles Mediated Learning Experience (MLE) by Reuven Feuerstein. The proposal is based on the recognition of the importance of the teacher as a mediator and the student as an active subject, engaged in the construction of knowledge and breaking with the traditional teaching model centered on the transmission of content. It based on the theoretical contributions of Juarez Gomes Sofiste, it is argued that philosophizing in the classroom requires more than the use of active methodologies: it requires a philosophical methodology capable of mobilizing critical thinking through dialogue and problematization. In this sense, the Socratic maieutics proves to be an effective instrument, then it stimulates reflection, argumentation and the search for truth. The study is organized into four chapters. Initially, the figure of Socrates and his method is presented, based on the works of Plato, Xenophon and Aristophanes, it establishes a dialogue between the classical tradition and contemporary rereading. Then, the theory of Mediated Learning Experience (MLE) is explored, highlighting its affinity with Socratic practice by defending cognitive modifiability and intentional mediation. The final chapter reports the practical application of the Socratic method at EEMTI Marconi Coelho Reis (Cascavel-CE), describing the stages of planning, the execution of activities with a 1st. grade class and the analysis of the results. Finally, it discusses how the Socratic method can transform the classroom into a living space for philosophical investigation, promoting the development of critical thinking and the intellectual autonomy of students. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85592 Título: A lógica como interseção entre Filosofia e Matemática Autor(es): Barros, Antonio Cid Freitas Abstract: This paper presents a master's thesis in Philosophy from the Federal University of Ceará, whose object of study is logic and its relationship with Mathematics. We investigate the intersection promoted by logic between Philosophy and Mathematics, based on the hypothesis that the teaching of logic in high school Philosophy classes, in addition to fostering critical thinking, also contributes to the development of logical-mathematical reasoning skills. Whether from a historical or operational perspective, we believe that these contents are intrinsically connected. We thus defend logic as an instrument of a "workshop of thought," a concept inspired by Walter Kohan. As one of the main theoretical references for this work, we draw on the ideas of the philosopher and mathematician Gottlob Frege, especially his development of mathematical logic as a pioneering model of symbolic logic and its philosophical implications. We adopted a qualitative-quantitative field research approach, working with a focus group of high school students from a vocational school (EEEP Francisco Paiva Tavares). In this stage, we conducted a mini-course on logic content and then collected data through semi-structured interviews, aiming to assess students' perceptions of the potential contributions of logic teaching in philosophy classes to mathematical reasoning. Both in the analysis of the field research material and in the bibliographic findings, we identified a close relationship between philosophy and mathematics, especially through the intersection of logic content. We also observed that this relationship is not always valued in educational settings, leading to a limited view of the capabilities that philosophy can develop in the teaching-learning relationship. We conclude by advocating for logic as an important content to be taught in philosophy classes in high school. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/79845 Título: Filosofia e Literatura: distopia como ferramenta de ensino Autor(es): Sales, Juliana Monteiro da Costa Abstract: In light of the students' great passivity toward theoretical content, which is often seen as tedious, it is always necessary to rethink teaching and learning practices, aiming to, using a term from the philosophy of difference, reterritorialize pedagogical practices, inviting students to fall in love with knowledge. We believe that literature truly has the power to enchant. Through it, we can glimpse fictional worlds, sometimes drawing from the real world, which take us on journeys previously unimaginable. It also makes us return from these fictional worlds and reflect on our own world, on life. Furthermore, the appreciation of literary works as a methodological tool for teaching and learning philosophy can stimulate imagination, intelligence, and critical thinking with regard to reality, while also aiding in the creation of concepts, which, according to Deleuze and Guattari, is what defines philosophy. To this end, this paper explores how the dystopian literature 1984 by George Orwell can be a tool for philosophy classes, serving as a didactic-methodological resource for studying themes such as disciplinary society and society of control alongside readings from thinkers like Michel Foucault, Gilles Deleuze, Félix Guattari, and Ada Kroef. It also discusses the possibility of teaching philosophy as a Concept Factory according to the studies of professor and philosopher Sílvio Gallo. Additionally, it analyzes how dystopian literature is presented or excluded in the book Filosofando by Maria Lúcia de Arruda Aranha and Maria Helena Pires Martins. Tipo: Dissertação 2025-01-01T00:00:00Z