integrar cultura e humanismo: desafio pedagógico da filosofia no ensino superior integrating culture and humanism: the challenge of teaching philosophy in high education
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2012
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Abstract
O ensaio visa debater a relevância e a necessidade da Filosofia nos currículos de todos os cursos universitários, mostrando que a presença desse componente formativo é imprescindível como mediação pedagógica no Ensino Superior, tendo em vista a finalidade intrínseca da formação universitária. Parte da premissa de que essa formação, além de garantir aos profissionais preparo científico e técnico, deve lhes assegurar maturidade e sensibilidade intelectuais que gerem referências conceituais e valorativas para a intencionalização de suas práticas no mundo do trabalho, no universo social e na esfera cultural. Defende então que a Filosofia pode exercer esse papel formativo ao explicitar e discutir os problemas do conhecimento, da ação e da existência e, assim, contribuir significativamente para tornar mais consistente a qualificação dos profissionais.
This essay aims to discuss the relevance and need for Philosophy in the curriculum of all university courses, showing that the presence of this component is essential as formative mediation in University Education, in view of its intrinsic purpose. It assumes that such formation, in addition to ensure scientific and technical preparation to the professional, it must assure them intellectual maturity and sensitivity that generate conceptual and evaluative references to orientate their practices in the workplace, in the social universe and in the cultural sphere. It then argues that Philosophy can play this formative role explaining and discussing the problems of knowledge, action and existence and thus contributing significantly to make professional qualification more consistent.
This essay aims to discuss the relevance and need for Philosophy in the curriculum of all university courses, showing that the presence of this component is essential as formative mediation in University Education, in view of its intrinsic purpose. It assumes that such formation, in addition to ensure scientific and technical preparation to the professional, it must assure them intellectual maturity and sensitivity that generate conceptual and evaluative references to orientate their practices in the workplace, in the social universe and in the cultural sphere. It then argues that Philosophy can play this formative role explaining and discussing the problems of knowledge, action and existence and thus contributing significantly to make professional qualification more consistent.
| Reference Key |
severino2012educarintegrar
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|---|---|
| Authors | ;Antônio Joaquim Severino |
| Journal | chemistry of natural compounds |
| Year | 2012 |
| DOI |
10.1590/S0104-40602012000400003
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| URL | |
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