A dimensão ético-política na experiência formativa e autoformativa de professores(as) de Filosofia na perspectiva de John Dewey

Abstract

The ethical-political dimension in the formative and self-formative experience of Philosophy professors from Public Educational Institutions in the light of John Dewey is the object of study of this research. This object has led to the following thesis question: How does the ethical-political dimension materialize itself in the formative and self-formative experience of Philosophy professors, considering the philosophical and educational principles of John Dewey? The objective of this study is to understand the ethical-political dimension in the formation and self-formation of Philosophy professors in Public Educational Institutions in the light of John Dewey. To achieve this goal, the following specific objectives were proposed: to identify the philosophical and educational principles of John Dewey; to outline the formative experience of Philosophy professors, collaborators of the study, with an emphasis on self-formation; and to establish articulation between the ethical-political dimension and the (self)formation of Philosophy professors. The bibliographic research had as main philosopher John Dewey. The field research was carried out in two steps: firstly a diagnostic questionnaire was applied to 28 Philosophy professors from the Federal Institute of Rio Grande do Norte (campuses of Natal Central, Natal Cidade Alta, and Natal Zona Norte), the Federal University of Rio Grande do Norte (campus of Natal), and the Federal University of Piauí (campus of Teresina); then the technique of narrative interview was applied to 04 professors who were willing to contribute with the research. The theoretical and philosophical references as well as the set of methodological procedures adopted in the study made possible to assume the thesis that the concept of education in the selfformation of Philosophy professors expands, clarifying the means and the ethical-political purposes on which they are based, when they reflect critically on their formative experiences and the conditions under which teaching practices are carried out.