| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.06 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Num tempo em que a comunicação aparenta estar no seu auge e as imagens nos
invadem constantemente, importa interrogarmo-nos sobre a proficuidade destas e reflectir
acerca do papel da palavra e do diálogo na contemporaneidade e, em particular, nas aulas de
Filosofia. É característica única do homem a capacidade de interpor entre si e o mundo uma
rede de palavras que sustente as relações sociais, mais do que as meras acções. Importa,
então, a rectidão das palavras e o saber utilizá-las com os outros, saindo de si num
movimento de reciprocidade. A palavra pode, desse modo, converter-se em valor, uma vez
que desperta a preocupação com o próximo. Tudo isto terá de se manifestar numa intenção
prática e ética, num processo de valorização mútua e de realização da pessoa. Importa, pois,
conduzir para a sala de aula, em concreto para a disciplina de Filosofia, o clima de diálogo
necessário a uma atmosfera englobante que alicerce o aluno, lhe estimule o pensamento e,
sobretudo, o ensine a aprender com autonomia e responsabilidade. Convém, portanto,
compreender qual o carácter didáctico do diálogo, descobrir se num ambiente dialógico o
aluno aprende mais e melhor. Para isto foi realizado um estudo experimental numa das
turmas da Prática de Ensino Supervisionada enquadrada no currículo do Mestrado do Ensino da
Filosofia no Ensino Secundário, que se realizou na Escola Secundária Campos Melo, na Covilhã.
Ao longo deste trabalho vamos explanar a importância do diálogo tanto numa relação de
abertura social da pessoa, como numa relação pedagógica, calculando as suas dificuldades,
limitações e vantagens.
At a time when communication seems to be at its peak and images constantly invade us, it is important that we examine the usefulness of these and reflect on the role of the word and dialogue in contemporary society, and particularly in philosophy class. It is characteristic only of man's ability to bring together a network and the world of words that sustains social relationships, rather than mere actions. It is thus the righteousness of the words and learning to use them with others, leaving themselves in a movement of reciprocity. The word can then be converted into value, since it raises the concern for others. All this must be manifested in a practical and ethical intention to a process of mutual appreciation and personal fulfillment. Therefore, it is necessary to lead in the classroom, specifically for the teaching of philosophy, the dialogue environment climate of dialogue necessary critic thought and, above all, teach him to learn independence and responsibility. Then, it should understand what the didactic nature of the dialogue is; find out if in a dialogical environment the student learns more and better. For this was an experimental study in the classes of Supervised Teaching Practice framed in the curriculum of the Master of Teaching Philosophy in Secondary Education, held in Campos Melo’s School (Escola Secundária Campos Melo) in Covilhã. Throughout this paper we try to explain the importance of the dialogue both in relation to social openness of the person, as a pedagogical relationship, analysing its difficulties, limitations and advantages.
At a time when communication seems to be at its peak and images constantly invade us, it is important that we examine the usefulness of these and reflect on the role of the word and dialogue in contemporary society, and particularly in philosophy class. It is characteristic only of man's ability to bring together a network and the world of words that sustains social relationships, rather than mere actions. It is thus the righteousness of the words and learning to use them with others, leaving themselves in a movement of reciprocity. The word can then be converted into value, since it raises the concern for others. All this must be manifested in a practical and ethical intention to a process of mutual appreciation and personal fulfillment. Therefore, it is necessary to lead in the classroom, specifically for the teaching of philosophy, the dialogue environment climate of dialogue necessary critic thought and, above all, teach him to learn independence and responsibility. Then, it should understand what the didactic nature of the dialogue is; find out if in a dialogical environment the student learns more and better. For this was an experimental study in the classes of Supervised Teaching Practice framed in the curriculum of the Master of Teaching Philosophy in Secondary Education, held in Campos Melo’s School (Escola Secundária Campos Melo) in Covilhã. Throughout this paper we try to explain the importance of the dialogue both in relation to social openness of the person, as a pedagogical relationship, analysing its difficulties, limitations and advantages.
Description
Keywords
Filosofia - Pedagogia - Ensino Filosofia - Imagem - Ensino Filosofia - Palavra - Ensino Filosofia - Diálogo - Ensino Filosofia - Educação Filosofia - Ensino secundário
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior