http://repositorio.ufc.br/handle/riufc/88027 Sun, 15 Nov 2026 03:56:51 GMT 2026-11-15T03:56:51Z http://repositorio.ufc.br/handle/riufc/88322 Título: Navegar é preciso: Deleuze, ferramentas digitais e desterritorializações no ensino de Filosofia Autor(es): Nascimento, Reinaldo da Silva do Abstract: This dissertation maps possibilities of deterritorialization in the teaching of Philosophy through experimentation with digital tools, taking as its theoretical references the philosophies of Gilles Deleuze and Félix Guattari. We problematize educational practices marked by the transmission of content, the centrality of the history of Philosophy, and the rigidity of what is referred to as Major Education, seeking to analyze how virtual environments can function as intercessors in the production of displacements, becomings, and lines of flight within the school environment. The philosophical journey engages primarily with Deleuze, Guattari, Silvio Gallo, Ada Kroef, and Roberto Machado, while also establishing dialogues with Immanuel Kant and Pierre Lévy. The research adopts cartography as a method for tracing movements produced through encounters, approaching the experience report without intending to establish a replicable pedagogical model. The experiments were conducted with third-year high school students at the São João Piamarta Full-Time High School in Fortaleza, using Google Street View and the artificial intelligence system DeepSeek. Navigation through spaces related to the students’ memories and lived experiences enabled problematizations concerning time, change, affects, and becomings, while dialogues with artificial intelligences in a becoming-philosopher were characterized as triggers for questions related to the students’ own concerns. The cartographies pointed toward movements involving shifts in levels: from a “predominantly transmissive” relationship with Philosophy toward experiments with concepts, rhizomatic connections, and forms of thought and existence that remain open to the creation of new possibilities. Thus, digital technologies, when mobilized as intercessors rather than merely as instruments for transmitting information, can produce deterritorializations in everyday school life, intensifying the power of thought and opening possibilities for philosophies constructed together with students. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/88322 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/88217 Título: Ensino de filosofia e o pensar filosófico: além dos muros da escola Autor(es): Fernandes, Renata Gabriella Lopes 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/88217 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87930 Título: Reflexões filosóficas no ensino religioso: história e desafios no estado laico Autor(es): Barbosa, Ana Rafaelle Costa Abstract: Understanding the origins of education and how it relates to religion, exploring these paths and comprehending their roles in shaping a people both in the past and present, is the objective of this study. This research is characterized as a theoretical study in the form of an essay, seeking to articulate, through data, documents, laws, and theoretical perspectives, a complex theme: the construction of Brazilian education and its relationship with religion within a secular state (Severino, 2017). The analysis of historical information and its consequences for present-day education is essential for building this work, with the historical perspective serving as the basis for critical analysis (Saviani, 1998; Aranha, 2006). Education can exist beyond state control, economic views, and mechanisms of domination; it can focus on the formation of the student in their humanity (Mészáros, 2008). Religious education is often confused with the teaching of religion. In Brazil, the curriculum does not prioritize the humanities, and philosophy is increasingly distant from basic education and, consequently, from Brazilian youth. The trajectories of religion and education in the country are intertwined, overlapping, and at times, canceling each other out. This path continues to be followed, whether through the course of history or through the participation and construction of education in which professionals and students are engaged. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87930 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87839 Título: Cartografias de viagens errantes: filosofia com crianças e a arte de fabular Autor(es): Abreu, Gabriele Teixeira de Abstract: This study investigates the practice of philosophizing with children in the context of public schools, based on an approach inspired by the philosophy of difference and conducted through the cartography method. The research was conducted in elementary school classes, following the encounters between teachers, children and multiple elements of everyday school life — books, images, gestures, questions, silences. The path was formed from the observation and recording of the movements of children's thoughts, understood as a creative force, capable of establishing other times and worlds. Based on sensitive experiences lived in the classroom, especially the shared reading circles of works such as The Boy from the Moon and The Boy from Saturn, the study was constructed as a writing in transition, seeking to understand how the creation of meanings, fables and ways of existing occur in the school territory. Authors such as Gilles Deleuze, Félix Guattari, Fernand Deligny, Walter Kohan and Ada Kroef compose the conceptual plan that supports this research, which does not intend to interpret or classify experiences, but to accompany them in their movements of escape, invention and wandering. The curriculum is understood here as an open field of experimentation, in which teaching is configured as an act of attention and composition with the unpredictable. The cartography outlined in this work moves between words, images, affections and gestures, opening paths to think of school as a space of shared creation, where thought occurs in the in-between — between the lived and the dreamed, between the real and the possible, between chronological time and the times of childhood. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87839 2025-01-01T00:00:00Z