Navegando por Autor "CUNHA, Marcus Vinicius da"

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    Crítica e contexto: acerca do auditório de John Dewey
    (2008) CUNHA, Marcus Vinicius da
    The present article analyzes some evaluations concerning the ideias of John Dewey elaborated in the XX century, focusing exclusively onthe opposing critics to the author. The intention of the article is not to defend the American philosopher, neither to add new evaluations, but to discuss the contexts in which those criticisms were elaborated. In the theoretical bases of the analysis the notions of appropriation and recontextualization, as well as concepts derived from the philosophy of Aristotle and of the new rhetoric of Perelman and Olbrechts-Tyteca, such as ethos, logos and pahos are highlighted.
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    História da Educação e retótica: ethos e pathos como meios de provas
    (2007) CUNHA, Marcus Vinicius da
    This article presents theoretical and practical results of studies made by the "Rhetoric and Argumentation in Pedagogy" Research Group (USP / CNPq) in the lastyears. The Group research are focused on the history of educational ideas in Brazil in the decades of 1930-1950. Its theoretical bases are founded on the developments of new rhetoric, especially in Chaim Perelman's and Stephen Toulmin's works.
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    John Dewey, o dragão cético
    (2006) CUNHA, Marcus Vinicius da
    The starting point of this article is the expectancy for certainty that is inherent in pedagogical theories. In this perspective, not only catholic thinkers but also science defenders have pointed out John Dewey to be skeptical as he does not offer security to educational practices. Thus, the history of skepticism since the Greeks until Hume is presented here to conclude that the deweyan ideas are really skeptical, what may raise new questions about its rational bases. Are the deweyan theories a real threat to pedagogy or no more than an imaginary monster, such as a St. Jorge's dragon? The metaphor "skeptical dragon" by Popkin shows that modern philosophy criticism against skepticism failed because it sought truth in dogmatic arguments, and those are refused by skepticism. In this article, the same metaphor is prolonged to denote that the defenders of reason don't need to attack the deweyan educational philosophy as its principles do not fail to provide rationality. In order to justify this assertion, the article analyses Aristotle's ideas of knowledge and suggests situating the deweyan educational purposes in the sphere of rhetoric art.