A institucionalização e profissionalização da formação em filosofia em universidades do Nordeste / The institutionalization and processes in professional improvement in undergraduate degrees of philosophy at universities located in the Northeast of Brazil

AUTOR(ES)

Maria Dulcinéa da Silva Loureiro

DATA DE PUBLICAÇÃO

2008

RESUMO

This thesis analyzes the institutionalization and the formation process in undergraduate degrees in philosophy taking place in universities located in the Northeast region of Brazil, through the study of documents which regulate these courses as well as the analysis of the trajectory of the Philosophy courses at the following institutions: Ceará State University UECE, Federal University of the State of Paraíba - UFPB, Federal University of the State of Bahia - UFBA and Federal University of the State of Pernambuco UFPE. The objective of the present research is understanding the structure and concept of philosophy in the graduating process at these Universities. To this end, visits were conducted to the universities above with the objective of consulting course documents (decrees, written decisions, reformulation proposals, course requirements, pedagogical projects, articles, etc) and interviewing coordinators and professors. This work discusses the origin of philosophy in Brazil in order to better understand its assimilation and redefinition, and problem poses the concept of higher education which has consolidated itself in Brazil, taking as an axis the history of philosophy. After that, the learning process of the philosopher and the teacher of philosophy are discussed in the light of Kant, Hagel, Shopenhauer, Nietzche, Severino, Vaz, Paim, Souza, Ribeiro, Leopoldo e Silva, Cerqueira, among others. It became clear that as the processes of institutionalization and academic formation in philosophy solidify, there is a cooling down of the idea which defends the academic formation of philosophers. This position is starting to be substituted by another which defends the formation of professionals in philosophy, or researchers in philosophy, as the individual who is in command of the history of philosophy, and capable of reading and explaining the classics and well adapted to the needs of the marketplace. This change in positions exposes a crisis in the undergraduate courses of philosophy, shown by the need to hide difficulties in the process of graduating philosophers. The learning and teaching processes in theses courses are not undertaken philosophically. Although not being able to clearly state that this reality is in a process of change, it is possible to affirm that at least rhetorically there is change as seen in the document Diretrizes para a Licenciatura and in the projects defending course changes. One can see a move toward defending the need to unite research and pedagogy, and the need to educate critical professors. Finally, it is also clear that a new way of thinking and organizing the pedagogy of philosophy is in process, although the learning and teaching processes in philosophy, be it for the formation of philosophers of teachers of philosophy, still needs to be improved.

ASSUNTO(S)

professor de filosofia processes in professional improvement filósofo profissionalização teacher of philosophy história da filosofia philosopher history of philosophy

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