https://tedebc.ufma.br/jspui/handle/tede/2770 O PROF-FILO se estrutura a partir de núcleos sediados em Instituições de Ensino Superior (IES) que são responsáveis pela coordenação e execução local do curso. 2026-04-15T20:17:24Z 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 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