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The simulation game based on philosophical tales as a contribution to art education

Grant number: 13/05791-6
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): July 01, 2013
Effective date (End): March 31, 2015
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Marcos Ferreira Santos
Grantee:Theda Cabrera Gonçalves Pereira
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The work on oneself in the initial training of educators by means of dramatization of philosophical tales of initiatic mytheme. This interdisciplinary research (funding CAPES, 2011-2013; FAPESP 2013-2014) proposes the work on oneself in initial training of educators by the means the practice of dramatization of philosophical tales (CARRIÈRE, 2004, 2008) of initiatory mytheme (GUSDORF, 2003). We propose to educators in the initial training to play, based on these philosofical tales, in the anthropological context of art education. By means of bodiliness, in analogic and relational language, dramatize these philosophical tales is a way of understanding his teachings in depth (vertical reflection in MERLEAU-PONTY, 1992) beyond the paradigms backed in an instrumental reason (MORIN, 2001), already in a context of sensitive reason (BACHELARD, 1989; MAFFESOLI, 1998; FERREIRA-SANTOS & ALMEIDA, 2012). Currently the research is being developed with young graduating in Pedagogy, Faculty of Education, USP, in the "nucleus of tales dramatization," of the Experimental Laboratory of Art Education and Culture (Lab_Arte) - FE-USP. The utilization of dramatization of philosophical tales consolidates a mitohermeneutic process (FERREIRA-SANTOS & ALMEIDA, 2012) rather significant, that sensitizes them, because on your identity process, the human being (re) invent yourself to the extent that can narrate (a yourself). Our research encourages that young graduates in Pedagogy to be initiated in the seek for their own path of self-training (idem), discussing curricular "grids" to which are submitted, recognizing the potential to realize his humanity, his humanitas (FERREIRA-SANTOS, 2008) in the relationship with the Other in the contemporary world. It is also an invitation to the seek to exercise their function of educators from more existential way, significant, rational and sensitive. (AU)

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