Banca de QUALIFICAÇÃO: GEANO ROSSI MENDONÇA DE LUCENA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GEANO ROSSI MENDONÇA DE LUCENA
DATE: 15/02/2024
TIME: 19:00
LOCAL: online
TITLE:

PHILOSOPHY AND THE FOURTH WALL: evaluation in the spotlight

PAGES: 136
BIG AREA: Ciências Humanas
AREA: Filosofia
SUMMARY:

In the present study, I examine the importance of art as an instrument of awareness in the context of teaching philosophy. I begin by addressing my career as a Philosophy teacher at the state level, exposing the challenges faced in this practice. In Chapter II, I investigate the concept of "Fourth Wall" in theater and its relevance in the scenic experience. I analyze Grotowski's work, emphasizing his approach of breaking the fourth wall to promote an immersion between audience and spectacle, in addition to exploring the relationship between ritual and the profane in performance. I also compare the discipline of the actor with the discipline of the student in the educational context. Additionally, I highlight the contributions of Brecht and Boal to breaking the fourth wall, directly engaging the public in theatrical representation. I establish a dialogue with Silvio Gallo and Deleuze about the construction of concepts through a methodology that emphasizes awareness, problematization and the concepts workshop. Investigating the application of the "Fourth Wall" in the classroom, I compare Philosophy and Theater classes, asking about the possibility of there being an "aulality" in teaching, in parallel to theatricality in theater. I propose assessment as a learning process that enables students to become active subjects in the teaching-learning relationship. I describe the development of a lesson plan, addressing the relationship between repetition and creation, as well as the concept of rhizome and its connection with assessment. I share my experience in state education, looking for a method that captures the moment and chaos in the classroom, suggesting formative assessment as a possible solution. In the final chapter, I present the theoretical foundations of pedagogical practice in Philosophy and Art, discussing specific and open knowledge, as well as the awareness and problematization of concepts. Throughout the study, I highlight the importance of art and breaking the fourth wall in teaching Philosophy, sharing reflections and experiences on the subject. In short, this research offers a comprehensive analysis of the implications of art education in student training, highlighting the relevance of assessment in Philosophy teaching as a strategy for breaking the fourth wall in the relationship between teacher and student, promoting content integration and the teaching-learning process, capturing the moment of the class in its entirety.

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 3047894 - FERNANDA CARLOS BORGES
Membro Titular - Examinador(a) Interno ao Programa - 2244785 - ANDRE LUIS LA SALVIA
Membro Titular - Examinador(a) Externo à Instituição - JOVINIANO RESENDE - UNICAMP
Membro Suplente - Examinador(a) Interno ao Programa - 145.368.528-67 - FABIANO RAMOS TORRES - UFABC
Membro Suplente - Examinador(a) Externo à Instituição - CLAUDIA COELHO HARDAGH - UNIFESP