Navegando por Autor "GELAMO, Rodrigo Pelloso"

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    A imanência como "lugar" do ensino de filosofia
    (2008) GELAMO, Rodrigo Pelloso
    The aim of this article is to think the problem of the teaching of philosophy from the perspective of the work of Deleuze and Guattari. These authors have created a series of concepts along their philosophical work to understand what it means to do philos
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    Contribuições foucaltianas para se pensar o presente: os restos, o cuidado e o ensino
    (2008) GELAMO, Rodrigo Pelloso; PAGNI, Pedro Angelo
    We live in a time in which asking about what we do to ourselves seems to sound strange. About this place of absense we can think what to do, especially when we are before the teaching of philosophy and we come across current impasse about what is valid to think for students and for teachers in this activity. In general, in the classes of philosophy is only considered valid to think the problems traditionally developed in the disciplinary field, without questionting how its formalization has contributed to the way, dissociated from life, that it is treated. This article discusses what makes a problem a valid problem, even better, worthy of being treated by philosophy and of being taught in theaching situations, presuposing an enlargement of what has been considered as such and of its association with life. The objective is to discuss how it is possible to think what affects our lives more directly; to think to what we are connected;to think what is connected to our own experience that, in kidnapping our throught, helps us to think our own existence. The hypothesis that it tries to discuss is that, if the problems can emerge from the events produced by encouters, called forth in life and, also, in educational relation, then, they can be considered as philosophical problems and to propitiate an effective exercise of thinking in action. In discussing this hypothesis, we supported ourserlves in Mchel Foucault' thinking, especially in the notions of Ontology of the present and Care of yourself, to find a place of resistance to think our to propose other way of doing and teaching to philosophy.
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    Notas sobre o problema da explicação e da experiência no ensino da Filosofia
    (2010) GELAMO, Rodrigo Pelloso
    Despite the efforts of the proponents of the teaching of Philosophy to have the subject back into the Secondary School curriculum, we watch nowadays its neglect in higher education. We observe that today, in this normalized society and in the educational
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    O cuidado de si como experiência do pensamento: uma reflexão a partir de um espaço informal de educação
    (2019) GELAMO, Rodrigo Pelloso; ALELÚIA, José Roberto Sanábria; ROSA, Álvaro Matheus Valim
    This article aims to reflect on theoretical and practical activities developed in the project "Transmitting knowledge or experience in Philosophy teaching: limits and possibilities". The project aimed to relate academic and daily knowledge in order to satisfy demands and needs that would consider the reality of educators, students and pre-service teachers involved in the process of developing the proposed activities. Specifically, the project aimed to provide philosophical experiences, without relying on methodologies or teaching practices that would justify the traditional structure of content transmission. We have started from the idea that it was possible to break with the logic of explanation of the figure of the teacher, which produces conditioned teachings and, therefore, justifies our choice for an informal space. This led us to ground our experiences outside the academic space, on the notions of care of the self and care of the other, by Michel Foucault, presence and poetics of transmission, by Fernando Bárcena, and logic of explanation, by Jacques Rancière.