ECCOS, REVISTA CIENTÍFICA

3

Authors: Antonio Joaquim Severino, Carlos Bauer

Editorial

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Authors: Flávio Carvalho

This paper is the result of research under development about philosophy c teachers in high school, by addressing its training and its performance in the education of young students. It is presented a diagnosis that was built in the first stage of the research, wherein some main problems linked to the teaching of philosophy and its pedagogical actor, the teacher, are indicated. In the second stage of the investigation, which is still under construction, according to the guidance of the cartographic methodology, it will be research how the relationship between this actor and the other educational actors are built, how and what discourses and devices are elaborated and, at last, how people can think and perform alternative interventions that stimulate philosophical education.

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Authors: Dalton José Alves

In this paper, it is discuss about the possibility of a methodological purpose to teaching philosophy, linked to history of philosophy as a single subject to a learning method: the philosophical thought. At the begging, the matter is to analyse what is more important in the teaching of Philosophy in high schools: the philosophical thought, or to know only the history of philosophy, considering tensions and meeting points on it. In this case, the purpose is to go further to meeting points between philosophical thought and history of philosophy. At the same time this paper focuses some positive aspects of history of philosophy as a way to learning the philosophical thought. The paper points that is possible to take a philosophical attitude by the students in their own lives from a teaching method based on philosophical inheritance.

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Authors: Marcelo Pupim Gozzi, Vani Moreira Kenski

At the beginning of the implementation of graduate courses in Brazil, those who were interested in the academic area, or who wished to become researchers and university professors, decided to continue their process of higher education. They sought the graduate courses stricto sensu level and thus established their training as masters and doctors. Today, the training never ends with the completion of an undergraduate course. It needs a permanent process of update. This context has fueled the demand for specialized courses at graduate courses. Upon the increase of the supply of these courses,this article aims to discuss the context of specialization courses in Brazil, especially those offered online in distance education mode. It was possible to see that, on one hand, professionals are realizing the need for continuing education and distance education has the facilities and benefits of f lexible space-time, on the other hand, this expansion requires that more teachers are trained to work in these courses.

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Authors: Jair Miranda de Paiva

This text aims to deliberate about the power of school as stratum, even i though they constitute one of the micropowers that, through discipline, punishment o and examination, conforms bodies and subjectivities, can, however, become condition of another school as plant ideas such as studio experimentation. It is deliberated the deleuzian concept of virtual possibilities of thinking about creation in school, unlike the catastrophic thoughts about his impending end, as well as their inadequacy to the present time. The juncture point of these two angles is constituted by a statement about the strata in A Thousand Plateaus: “Isn’t it required to save a minimum of layers, a minimum of forms and functions, a minimum of subjects to extract material affects, and assemblages?” (DELEUZE; GUATTARI, 1997, p. 60).

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Authors: Damiana de Matos Costa França, Nalú Farenzena

This article finds some possibilities for the cognitive approach on the public policy analysis for understanding the formation of basic rural education as a reference that integrates the Brazilian educational policy. In the educational policy, some steps are highlighted for the basic rural education, as substitutite for the rural education. The essay present concepts and methodological aspects of the cognitive approach, which emphatizes the role that ideas, knowledge, and representations of the local actors play in the policies construction. Among several possibilities, the compreension of the basic rural education as a meaning that links normative and cognitive content is the main contribution.

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Authors: Gustavo Araújo Batista

The philosophy of Michel Eyquem of Montaigne (1533-1592) offers the possibility of a pedagogy based on intellectual skepticism and moral stoicism, because,according to the French essayist, on being impossible the acquisition of the definitive or unquestionable knowledge, it would only rest the incessant search for something that would be, at least, a little more reliable or probable, in the same way that it would be imperative to breed the individual in order to a virtuous and unstoppable conduct on accomplishing the duty. With this argument, the objective of this article, which justifies itself on the necessity of nearing philosophy and education, is to demonstrate the applicability of Montaigne’s philosophical thought to educational ref lection, offering a panoramically view of the historical context which he belongs to, that is, the Renaissance, as well as of his life and of his greatest work (Essays), from that extracting elements to the comprehension of his philosophy in general and, particularly, of the contribution of his ref lections in order to a philosophical foundation of the education, under a skeptic and stoic perspective. As a result, it is shown that Montaigne’s intellectual skepticism and moral stoicism stay like alerts against possible mistakes, errors, illusions or misconceptions caused by conceptions that do not question the extent to which knowledge is reliable, as well as they make to ignore the importance of human conduct breeding. These considerations about Montaigne’s philosophical and educational ideas, linked to his historical context, may raise ref lections concerning the problematic of the theoretical foundation of the education, in favor of a pedagogical practice that may make use of the theoretical contributions offered by philosophy.