Ensino de filosofia, o PIBID e a formação do educador popular: traficando informação
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2022-05-27
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação emerge do projeto de pesquisa trabalhada junto ao subprojeto PIBID de Filosofia da UNESP de Marília, no ano de 2017. O objetivo é suscitar reflexão e práticas pedagógicas sob a óptica estética e filosófica na relação educador, estudante e política dentro da esfera escolar, ou seja, através das aulas ministradas construir possibilidades de uma conscientização crítica da política na juventude estudantil, precisamente na classe subalterna. O trabalho junto ao projeto e a experiência enquanto professor da rede pública de ensino, trouxe-me as motivações necessárias, a partir das experiências subjetivas/objetivas nas ações pedagógicas. O motor motivador da pesquisa na área do ensino de filosofia nos permite levantar a problemática encontrada na realidade das escolas, que exprime motivações enquanto educador popular para além do capital, fugindo da ilusão da classe dominante e evidenciando a expropriação do conhecimento da juventude, salientando a formação crítica na dimensão estética e filosófica, no sentido de humanizar os estudantes em formação, possibilitar o direito do conhecimento, nessa constante luta de classes no sistema educacional, introjetar em oficinas educativas, desconstrução de preconceitos opressores nos micros poderes que os circundam diariamente, que determinam bruscamente quem vence e quem perde na sociedade capitalista. Os procedimentos metodológicos são no plano de dialogar com estudos bibliográficos adjunto as práticas revolucionárias do educador militante, para entender o estudante dentro do espaço escolar, dando as bases teóricas para a busca de possibilidades de uma emancipação gradual em todos os aspectos. Nas experiências filosóficas pedagógicas, há o fortalecimento do vínculo social do educador popular com a escola no qual se realiza as ações de intervenção, podendo assim se formar educadores populares, a favor da humanização política da juventude estudantil na escola pública, traficando informação para a subversão do ensinar em tempos de golpes e guinadas do fascismo e do neoliberalismo no sistema educacional brasileiro.
The present dissertation emerges from the research project made with the Philosophy subproject PIBID in São Paulo State University of Marília (UNESP), in the year of 2017. The purpose is to evoke reflection and pedagogical practices under the aesthetic and philosophical optic of the relation between the educator, the student and the politics inside the school sphere, that is, build through the ministered classes possibilities of a critical conscientization about politics in the student youth, precisely in the subaltern class. Working with the project and the experience as a teacher of the public school system, brought me the necessary motivations, as from the subjective/objective experiences in the pedagogical actions. The main motivator of the research in the philosophy study area allows us to raise the problem found in the reality of the schools, which as a popular educator expresses motivations beyond the capital, fleeing from the ruling class’ illusion and evidencing the expropriation of the youth’s knowledge, highlighting the critical formation in the aesthetic and philosophical dimension, in the sense of humanizing the students in formation, to allow the right to knowledge, in the constant class struggle in the educational system, to introject in educational officines, deconstruction of oppressive prejudices in the micro powers that surround them daily, which roughly determines who wins and who loses in the capitalist society. The methodological procedures are planned to dialogue with bibliographical studies along with the revolutionary practices of the militant educator, to understand the student inside the school space, giving the theoretical bases for the search of possibilities of gradual emancipation in all aspects. In the philosophical pedagogical experiences, there is the strengthening of the social bond between the popular educator and the school in which are done the intervention actions, thus being able to form popular educators, in favor of the political humanization of the student youth in the public school, trafficking information for the subversion of teaching in times of coups and uprisings of fascism and neoliberalism in the educational system.
The present dissertation emerges from the research project made with the Philosophy subproject PIBID in São Paulo State University of Marília (UNESP), in the year of 2017. The purpose is to evoke reflection and pedagogical practices under the aesthetic and philosophical optic of the relation between the educator, the student and the politics inside the school sphere, that is, build through the ministered classes possibilities of a critical conscientization about politics in the student youth, precisely in the subaltern class. Working with the project and the experience as a teacher of the public school system, brought me the necessary motivations, as from the subjective/objective experiences in the pedagogical actions. The main motivator of the research in the philosophy study area allows us to raise the problem found in the reality of the schools, which as a popular educator expresses motivations beyond the capital, fleeing from the ruling class’ illusion and evidencing the expropriation of the youth’s knowledge, highlighting the critical formation in the aesthetic and philosophical dimension, in the sense of humanizing the students in formation, to allow the right to knowledge, in the constant class struggle in the educational system, to introject in educational officines, deconstruction of oppressive prejudices in the micro powers that surround them daily, which roughly determines who wins and who loses in the capitalist society. The methodological procedures are planned to dialogue with bibliographical studies along with the revolutionary practices of the militant educator, to understand the student inside the school space, giving the theoretical bases for the search of possibilities of gradual emancipation in all aspects. In the philosophical pedagogical experiences, there is the strengthening of the social bond between the popular educator and the school in which are done the intervention actions, thus being able to form popular educators, in favor of the political humanization of the student youth in the public school, trafficking information for the subversion of teaching in times of coups and uprisings of fascism and neoliberalism in the educational system.
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Ensino de filosofia, Emancipação, Educador popular, PIBID, Philosophy teaching, Emancipation, Popular educator