REFilo, v. 6, 2020 – Publicação contínua

Published: 2020-01-07

Artigos – Demanda contínua

Notes on the Teaching of Philosophy at the University of São Paulo: subjection and resistance

José Roberto Sanabria de Aleluia

e1/ 1-15
- PDF (Português (Brasil))
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DOI: https://doi.org/10.5902/2448065739779
How to teach philosophy in a major education: a bourdieuan analysis of the education system

Matheus Diesel Werberich

e2/ 1-12
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065739401
The contributions of socratic thought to the teaching of philosophy

Robson Pontes Custódio

e3/ 1-9
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065738482
What sort of interdisciplinarity does the BNCC offer to philosophy? Some approaches to the portuguese language

Thiago Gruner Conceição

e4/ 1-10
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- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065738011
The use of philosophical texts in the classroom: what do teachers think about it?

Fábio Antonio Gabriel, Ana Lúcia Pereira

e5/ 1-12
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065738631
Aristotle and Bruce Wayne: a class on aesthetics through the film Batman (1989)

Bruno José Yashinishi

e6/ 1-13
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065739062
The Greek Tragedy as a Teaching Resource

Tiago Irigaray de Bem

e7/ 1-12
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- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065737122
Thought experiments as a pedagogical resource for teaching of Philosophy

Luana Francine Nyland

e9/ 1-15
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065741280
Curricular reforms and attack on reflective thinking: the subtle disappearance of philosophy in curriculum of the Basic Education in Brazil

Altair Alberto Fávero, Junior Bufon Centenaro, Antonio Pereira dos Santos

e10/ 1-17
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065742599
Cinematography in the teaching of philosophy

Marcos Machado

e11/ 1-14
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065740890
About the exercise of the office of professor of philosophy: some conceptual and atitudineis problematizations

Gilberto Oliari, Anderson Luiz Tedesco

e12/ 1-16
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065741010
Skills and abilities for the Philosophy in school: correlations between the Brazilian Curricular Parameters for high school and Lipman’s Philosophy for Children

José Edson Ferreira da Silva, Patrícia Del Nero Velasco

e13/ 1-16
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- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065743388
Philosophy teaching at the High School level: digital technologies and innovative pedagogical practices

Ademir Aparecido Pinhelli Mendes, Fábio Antônio Gabriel, Arthur Silva Araújo

e14/ 1-17
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065743776
Curriculum policies in Rio Grande do Sul (2009-2018): from the neoliberal triumph to the capture of Philosophy teaching

Bruno Nunes Batista, Daniel Schiochett

e15/ 1-13
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065746929
The philosophical tradition and Euroscentrism: how to decolonialize the philosopher and the contemporary teaching of Philosophy?

Amanda Veloso Garcia

e16/ 1-16
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065742003

Resenha

Review of FIGUEIRA, Felipe L. G. Nietzsche e o eruditismo. Curitiba [PR]: CRV, 2018. 1ª edição

Rogério Luis da Rocha Seixas

e8/ 1-4
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DOI: https://doi.org/10.5902/2448065738489

Dossiê Ensino da Filosofia – Comunicações GT Filosofar e ensinar a filosofar

Editorial

Christian Lindberg Lopes do Nascimento, Elisete Medianeira Tomazetti

e17/ 1-4
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065761997
Philosophy and childhood: teaching training to work in philosophy for / with children

Gizolene de Fátima Barbosa da Silva Cantalice, Maria Reilta Dantas Cirino

e18/ 1-13
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065746930
Role playing game: a pedagogical tool to teach and learn philosophy in high school

Andreza Dantas, Antunes Ferreira Silva, Antônio Garcia Freire

e19/ 1-14
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747927
Evaluation in philosophy in the perspective of equality and emancipation: “will”, “attention”, and “search”

Suédson Relva Nogueira, José Teixeira Neto

e20/ 1-14
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747956
Philosophical Education as a Liberation process

Klédson Tiago Alves de Souza

e21/ 1-18
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747405
The experience in the social formation of the subject and the symbolic interacionismo in G. H. Mead: contributions for the Teaching of Philosophy in the Secondary

José Gilliard Santos Silva

e22/ 1-16
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747930
Pragmatism and Comumunicative Reason: a contribution to Educational Learning

Dagmar Manieri

e23/ 1-10
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747231
“Emancipatory exercises” for an apprenticeship of philosophy in high school from a reading of Jacques Rancière’s The Ignorant Schoolmaster

Joildo Dutra de Medeiros

e24/ 1-15
- PDF (Português (Brasil))
- HTML (Português (Brasil))
DOI: https://doi.org/10.5902/2448065747459

REFilo, v. 6, 2020 – Publicação contínua

Artigos – Demanda contínua

Notes on the Teaching of Philosophy at the University of São Paulo: subjection and resistance

How to teach philosophy in a major education: a bourdieuan analysis of the education system

The contributions of socratic thought to the teaching of philosophy

What sort of interdisciplinarity does the BNCC offer to philosophy? Some approaches to the portuguese language

The use of philosophical texts in the classroom: what do teachers think about it?

Aristotle and Bruce Wayne: a class on aesthetics through the film Batman (1989)

The Greek Tragedy as a Teaching Resource

Thought experiments as a pedagogical resource for teaching of Philosophy

Curricular reforms and attack on reflective thinking: the subtle disappearance of philosophy in curriculum of the Basic Education in Brazil

Cinematography in the teaching of philosophy

About the exercise of the office of professor of philosophy: some conceptual and atitudineis problematizations

Skills and abilities for the Philosophy in school: correlations between the Brazilian Curricular Parameters for high school and Lipman’s Philosophy for Children

Philosophy teaching at the High School level: digital technologies and innovative pedagogical practices

Curriculum policies in Rio Grande do Sul (2009-2018): from the neoliberal triumph to the capture of Philosophy teaching

The philosophical tradition and Euroscentrism: how to decolonialize the philosopher and the contemporary teaching of Philosophy?

Resenha

Review of FIGUEIRA, Felipe L. G. Nietzsche e o eruditismo. Curitiba [PR]: CRV, 2018. 1ª edição

Dossiê Ensino da Filosofia – Comunicações GT Filosofar e ensinar a filosofar

Editorial

Philosophy and childhood: teaching training to work in philosophy for / with children

Role playing game: a pedagogical tool to teach and learn philosophy in high school

Evaluation in philosophy in the perspective of equality and emancipation: “will”, “attention”, and “search”

Philosophical Education as a Liberation process

The experience in the social formation of the subject and the symbolic interacionismo in G. H. Mead: contributions for the Teaching of Philosophy in the Secondary

Pragmatism and Comumunicative Reason: a contribution to Educational Learning

“Emancipatory exercises” for an apprenticeship of philosophy in high school from a reading of Jacques Rancière’s The Ignorant Schoolmaster

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