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. 2026-07-21T08:10:15Z https://tedebc.ufma.br/jspui/handle/tede/7033 Título: CÍRCULO DE LEITURA E LETRAMENTO FILOSÓFICO: A leitura crítica como prática filosófica no Centro de Ensino Lucília Moreira Autor: REIS, Franckland Braga Primeiro orientador: FONTENELLE, Plínio Santos Abstract: This master's dissertation in Philosophy is part of the Professional Master's Program in Philosophy (PROF-FILO), coordinated by the Federal University of Maranhão (UFMA), within the area of concentration in Philosophy Education. The research addresses the formation of critical and reflective readers in Brazilian high school, especially in the face of a "reading crisis" observed in the school environment. Many students demonstrate low reading proficiency, lack reading habits, and face difficulties in textual comprehension. In response, this study aims to analyze how the teaching of Philosophy, through a Circle of Philosophical Reading and Literacy, can contribute to developing critical and reflective readers in a secondyear high school class at Centro de Ensino Lucília Moreira. The research is grounded in an interdisciplinary theoretical framework that encompasses the fields of education, literacy, and philosophy teaching. It draws upon the works of Cosson, Kleiman, Soares, Tfouni, and Freire, as well as Matthew Lipman‟s proposals on philosophical education for youth. The study articulates Freire‟s notion of critical literacy and culture circles with Lipman‟s community of inquiry, proposing their integration into philosophy classrooms as a means to foster meaningful reading practices. It also critically examines key Brazilian educational policies (LDB, PCNEM, PCN+, OCEM, and BNCC), emphasizing both their contributions and limitations regarding Philosophy as a discipline essential to citizenship education. Despite the marginalization of Philosophy in the current BNCC, the research argues that it is still possible to develop meaningful practices that promote philosophical literacy and student engagement through strategies such as reading circles. Methodologically, the study adopts a qualitative approach with a participant research design, involving the active role of the teacher-researcher in the classroom. The intervention included mediating reading sessions and observing student interactions, challenges, and progress during philosophical reading and discussions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-05T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6912 Título: Pensamento crítico como proposta para o exercício do pensar ante a cultura das fake news Autor: LOPES, Nivaldo Silva Primeiro orientador: PEREIRA, Marcio Kléos Freire Abstract: The problem of fake news has increasingly permeated the school context, directly affecting students in the later years of lower secondary education, as they are active participants in the digital environment. For this reason, this study aims to promote the development of critical thinking among ninth-grade students at Evandro Bessa School (Santa Bárbara neighborhood, São Luís, Maranhão, Brazil) in response to the culture of fake news. To this end, we developed a pedagogical intervention for the teaching of Philosophy, aimed at fostering critical thinking skills and the critical evaluation and investigation of fake news. In the first chapter, we examine the culture of fake news as a harmful phenomenon within the digital sphere and analyze its implications for contemporary society. In the second chapter, we address philosophy and philosophy education, highlighting the centrality of critical thinking as a fundamental competence for philosophical inquiry and for resisting the spread of fake news. In the third chapter, we present the empirical component of the study, in which we adopted a qualitative research approach based on a structured didactic sequence implemented in two stages. The first stage was conducted in the school setting and involved conceptual instruction, as well as activities focused on argument construction and argument identification. The second stage took place in an online learning environment, where news items were shared for students to investigate and critically assess whether they were accurate or misleading. This didactic sequence enabled students to develop critical thinking skills and greater autonomy in the confirmation and critical analysis of fake news. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-03-06T00:00:00Z 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