Condições e contradições do ensino da filosofia no Brasil: da instrução jesuíta ao ensino técnico no IFPR

Abstract

This thesis focused on the problematic of philosophy in Brazil and the general objective is to investigate the philosophy teaching conditions and contradictions in Brazil: from the Jesuit education to the technical education in the IFPR, this work is presented to the Educational Post Graduate Program, Doctorate in Education, of the Tuiuti University of Paraná. The methodology is developed through a qualitative research with an interpretative nature, based on documentary and factual analysis and, as an affirmative contribution of study, it is attempted to assume the hermeneutics perspective analysis for the interpretation, the discernment and the conclusions, grounding the work in a historical-dialectical approach on the dialectical concrete historical movement. Five specific objectives were established: (1) to analyze the emergence of philosophy in a contemporary perspective, searching on what ground it was based and the meaning given to the term by the Greek thinkers conception; (2) to reflect about the configuration of Brazil formation as an establishing country, with an investigation about the Lusitanian intelligentsia in the 16th century; (3) to identify the philosophy conditions and contradictions in the colonial and imperial period related to the Brazil formation; (4) to rethink the imperial and republican philosophy, seeking its location, nature and meaning; (5) to review critically the philosophy in the republican period, among the debates on the modernity and education crisis, and (6) to rethink educational theories, teaching practices, and the theoretical and practical conditions and contradictions of the philosophy in the technical teaching IFPR. In a lato sensu perspective, it offers to the academy an investigation about metateaching, and in a stricto sensu perception, it aims an apology of a Brazilian metaphilosophy. This work intends to reach the public subject’s discernment that manage, execute, organize or think the pedagogical projects of technical courses. Therefore, this proposal demonstrates the possibility of a professional technical education from the man point of view as a zoon politikon, whose privileged locus is the enlightened thought, which fulfills the historical function of revelation of the numbness of the technical mentality.