https://tedebc.ufma.br/jspui/handle/tede/2769 O Mestrado Profissional em Filosofia (PROF-FILO) é um programa de pós-graduação destinado a ofertar curso de mestrado a professores de filosofia do ensino médio ou fundamental, na modalidade profissional, em rede e com abrangência nacional. 2026-04-07T18:31:35Z https://tedebc.ufma.br/jspui/handle/tede/6828 Título: A interdisciplinaridade e a transdisciplinaridade do ensino de filosofia no IP Itaqui Bacanga de São Luís Maranhão: uma experiência de ensinagem na trilha rizomática no contexto da disciplina eletiva - escurecendo fotos Autor: MENDES, Anna Célia Corrêa Primeiro orientador: SILVA, Acildo Leite da Abstract: The integration of the principles of interdisciplinarity and transdisciplinarity in the teaching of Philosophy through Deleuze's rhizomatic path offers a rich and innovative educational paradigm. This model is used in the Darkening Photos Elective to enrich students' understanding of Philosophy, and prepare them to think critically and creatively in an interconnected and constantly changing world. Applying cartographic methodology and the concepts of interdisciplinarity and transdisciplinarity, according to Gilles Deleuze's rhizomatic philosophy, this elective was structured to promote an education that transcends the limits of traditional curricular components. The Darkening Photos Elective encouraged active learning and promoted a teaching model where students are active agents in the process of building knowledge, collaborating with colleagues and teachers on projects and practical activities. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-10-31T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6785 Título: A COMUNIDADE INVESTIGATIVA DE LIPMAN E OS DESAFIOS DO ENSINO DE FILOSOFIA NO 6° ANO DO ENSINO FUNDAMENTAL NA ESCOLA MUNICIPAL CORAÇÃO DE JESUS EM CAJARI-MA Autor: FERREIRA, Ordilei de Jesus Primeiro orientador: JORDÃO, Alexandre Baptista Abstract: Matthew Lipman was an American philosopher and educator recognized for developing the Philosophy for Children program, creating the Community of Inquiry methodology, in which students, through group dialogues and debates, explore philosophical questions, learning to argue and construct knowledge collaboratively. The objective of this work is to explore how Lipman's Community of Inquiry can develop critical and reflective thinking in sixth-grade students, promoting cooperative learning, connecting philosophy with other disciplines, and making philosophical teaching more accessible and engaging. Thus, the adopted process involves the development and implementation of a teaching sequence based on the premises of Lipman's Community of Inquiry. It is concluded that philosophy teaching, inspired by Matthew Lipman's principles, opens pathways for students to explore moral, ethical, and social issues cooperatively and comprehensively, through practical exercises and guided discussions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-12T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6774 Título: ENTRE CONSCIÊNCIAS E ALGORITMOS: O ensino de filosofia sob o paradigma do ciberespaço e o uso das IAs no ensino médio na Escola São José Operário. Autor: PEREIRA, Francisco das Chagas Machado Primeiro orientador: MIRANDA, Luís Hernán Uribe Abstract: This work aims to reflect on the impacts of digital technologies, especially artificial intelligence, on the epistemological and pedagogical reconfiguration of Philosophy teaching in secondary education, in light of the thought of Pierre Lévy and other contemporary authors. It starts from the understanding of cyberspace as a territory for the production and circulation of knowledge, mediated by collective intelligence, digital networks, and algorithms. The research is theoretically grounded in Pierre Lévy, articulating with McLuhan, Foucault, Gadamer, Deleuze, and Guattari, whose contributions allow us to consider the transformations of knowledge, language, and educational experience in the digital age. The investigation adopts a qualitative approach, of a philosophical nature, supported by field and experimental research, which took as its empirical research universe the elective course "Between Souls and Algorithms," conducted with first-year high school students at the São José Operário School. This study examines how artificial intelligence can be critically integrated into the teaching and learning process of Philosophy, without reducing thought to the mere consumption of automated responses. It seeks to evaluate the potential of these technologies in mediating dialogue, enhancing listening skills, promoting authorship, and re-signifying the school space as a territory of creation. The results indicate that, when integrated with ethical, pedagogical, and philosophical intentionality, AIs can foster the formation of critical, autonomous, and time sensitive individuals. It concludes that Philosophy, in dialogue with cyberspace, can reinvent its educational practices, remaining true to its vocation of provoking thought, problematizing, and liberating. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-15T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6747 Título: Pedagogia histórico-crítica e o ensino de Filosofia no Maranhão: contradições entre teoria e prática nas escolas estaduais da cidade de Pinheiro. Autor: MARTINS , Wallas Alves Primeiro orientador: PASSOS, Helder Machado Abstract: The main objective of this work is to understand whether the proposal of the DCTM for High School, based on Historical-Critical Pedagogy (HCP), is effectively implemented in practice, specifically regarding philosophy teachers. The research conducted is both theoretical and practical in nature, grounded in the concepts of totality, contradiction, praxis, social practice, etc., all based on HCP. The theoretical- methodological approach adopted analyzes pedagogical issues through the lens of Historical-Dialectical Materialism (HDM). This research also includes both quantitative and qualitative approaches.The results show that most Philosophy teachers in the schools surveyed are women. 100% of the teachers are affiliated with some branch of Christianity. Only three out of a total of eight teachers have a degree in Philosophy. 75% of the teachers teach the subject to complete their required teaching hours. Three approaches to the teaching of Philosophy were identified (Traditional, Freirean, and New School – represented by active methodologies). Three pedagogical conceptions are present in the schools surveyed (Constructivist, Liberating, and Historical-Critical).There is no offer of continuing education based on HCP, as both the SEDUC-MA and the Philosophy teachers who participated in this research are unfamiliar with the method and the educational philosophy advocated by the DCTM.Finally, this work highlights the urgency of a philosophy education committed to human emancipation, social justice, and the radical defense of democracy. As its foundation, it advocates for a philosophical theory capable of inverting bourgeois logic and breaking the ideological chains of Capital. Furthermore, it argues that in the educational field, HCP brings significant contributions to the teaching of Philosophy in the city of Pinheiro-MA, making classes more relevant and meaningful in the development of free and transformative consciousnesses in relation to concrete reality. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-07T00:00:00Z