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IMPLICATIONS OF APPROACH EMBODIED IN THE PHILOSOPHY TEACHING AND A PROPOSAL FOR INTERACTIVE WEBDOCUMENTÁRIO

Grant number: 15/10483-4
Support type:Scholarships abroad - Research
Effective date (Start): January 20, 2016
Effective date (End): July 19, 2016
Field of knowledge:Interdisciplinary Subjects
Principal researcher:Fernanda Carlos Borges
Grantee:Fernanda Carlos Borges
Host: Jose Maria Goncalves da Silva Ribeiro
Home Institution: Campus Santo Amaro. Centro Universitário Senac. Serviço Nacional de Aprendizagem Comercial São Paulo (SENAC-SP). São Paulo , SP, Brazil
Research place: Universidade Aberta (UAb), Portugal  

Abstract

The insertion of the discipline of philosophy in the curriculum of secondary education has brought to the fore the problem of "what teach", involved in the difficulties of articulation between the history of philosophy and a philosophizing situated. A problem that involves the undergraduate courses, since there is a "feeling more or less alive of discomfort experienced by all who care for philosophy in Brazil, a certain intimate feelings of cycling through the drift, rightly looking for subject" (Arantes. 1995, Pg.27 ). As regards, therefore, the student in the bachelor of philosophy and teachers of philosophy. It is considered that the history of philosophy cannot, by itself, to respond on the matter required, which should also be associated with a philosophizing situated. The Philosophy of the Teaching of Philosophy was born to promote the critical about the philosophy, philosophizing and history the philosophy.This study assesses the theoretical implications of body approach (embodied) in the Philosophy of the Teaching of Philosophy taking into account, in particular, the body posture in complex relationships, especially in that can promote the understanding of the emergence of a subject situated and susceptible to philosophical reflection.It also proposes, from the theoretical foundation, an experimental research in a collaborative webdocumentário, whose excuse is to solve a mystery of romance-historical Torres in Trance (2011), with the students of the public school in the city in which it becomes history. Notes how the collaborative process creative transmedia networks can encourage the emergence of matter conducive to teaching situated of philosophy.

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