http://repositorio.ufc.br/handle/riufc/34045 Thu, 11 Jun 2026 10:32:49 GMT 2026-06-11T10:32:49Z 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 Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86636 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 Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85592 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 Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/79845 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/79829 Título: Ensino de falácias através do jogo “Não seja enganado!” Autor(es): Caetano, Camilla Keilhany de Sousa Abstract: The teaching of philosophy in high school faces significant challenges. One of these challenges is the difficulty of addressing abstract and conceptual topics, such as logical fallacies, which are errors in reasoning frequently present in everyday arguments. This study analyzes the construction of arguments and their role in the development of critical thinking, evaluating the game “Não Seja Enganado!” as a pedagogical tool. Based on authors such as Copi, Mortari, Walton, Carnielli, and Epstein, the research combines a literature review and empirical research. Thus, we present concepts of linguistic logic and 18 categories of fallacies; digital traps, such as filter bubbles and fake news, and the importance of critical thinking in the contemporary context; and the challenges in teaching philosophy, considering the contemporary context and the New High School curriculum. The use of playfulness in teaching is also explored, with a focus on the game developed in the 2019 Pedagogical Residency project at UFC. The research, with a qualitative and quantitative approach, was conducted between 2023 and 2024 with two groups: high school students from the state public network and adults with different levels of education. The results indicate that 82.2% of participants considered that the game facilitated their understanding of the topic, demonstrating its viability as a pedagogical tool for teaching fallacies. In addition to the research, this work concludes by leaving, as an educational product, the compilation of the 190 examples of fallacies used in the game, analyzed and discussed, to inspire students of the subject in creating and reflecting on their own arguments. Tipo: Dissertação Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/79829 2024-01-01T00:00:00Z