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Pensar através do Cinema: investigação sobre o potencial da utilização da cinematografia na construção de aprendizagens filosóficas significativas
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O presente relatório inscreve-se no Mestrado de Ensino de Filosofia no Ensino Secundário da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa e na Prática de Ensino Supervisionado, que decorreu na Escola Secundária de Miraflores, ao longo do ano letivo de 2024/25. A investigação concretizada pretende aferir sobre as potencialidades abertas pelo uso do Cinema como recurso pedagógico promotor de aprendizagens filosóficas significativas. No sentido de cumprir este fim, procedeu-se ao cruzamento entre o plano teórico no qual se enquadra esta investigação e a prática letiva. Recentemente, autores da área da Filosofia do Cinema têm dado relevo a duas perspetivas sobre a relação entre cinema e filosofia - a conceção do cinema como ilustração de teses e de argumentos filosóficos e a abordagem do cinema como meio artístico criador de filosofia. Estas duas abordagens servirão o propósito de fundamentar teoricamente a pesquisa em curso. Este relatório divide-se em duas secções, a primeira incidindo sobre a problemática específica investigada, através da descrição e da reflexão sobre as experiências com Cinema que foram realizadas na lecionação de duas unidades programáticas da disciplina de Filosofia, enquadradas no questionamento sobre a possibilidades abertas pela utilização de filmes na promoção de experiências de pensamento capazes de iluminar os alunos sobre algumas das grandes questões filosóficas; a segunda secção descreve a Prática de Ensino Supervisionado.
This report is part of the Master’s Degree in Philosophy Teaching in Secondary Education at the Faculty of Social and Human Sciences of the Universidade Nova de Lisboa, and relates to the Supervised Teaching Practice carried out at Miraflores Secondary School during the 2024/25 academic year. The investigation conducted aims to evaluate the potential of using cinema as a pedagogical resource to promot meaningful philosophical learning. In pursuing this objective, the research establishes an intersection between the theoretical framework supporting the study and the realities of classroom practice. The field of Philosophy of Cinema has recently highlighted two perspectives on the relationship between cinema and philosophy: the conception of cinema as an illustration of philosophical theses and arguments, and the interpretation of cinema as an artistic medium capable of generating philosophical thought. These approaches will serve to provide the theoretical foundation for the present research. This report is divided into two sections. The first examines the specific research problem through the description and reflection on cinematic experiences incorporated in the teaching of two curricular units in Philosophy. These experiences are framed by questioning the possibilities created by employing films to foster philosophical thinking, thereby illuminating for students several of the major philosophical questions; the second addresses Supervised Teaching Practice.
This report is part of the Master’s Degree in Philosophy Teaching in Secondary Education at the Faculty of Social and Human Sciences of the Universidade Nova de Lisboa, and relates to the Supervised Teaching Practice carried out at Miraflores Secondary School during the 2024/25 academic year. The investigation conducted aims to evaluate the potential of using cinema as a pedagogical resource to promot meaningful philosophical learning. In pursuing this objective, the research establishes an intersection between the theoretical framework supporting the study and the realities of classroom practice. The field of Philosophy of Cinema has recently highlighted two perspectives on the relationship between cinema and philosophy: the conception of cinema as an illustration of philosophical theses and arguments, and the interpretation of cinema as an artistic medium capable of generating philosophical thought. These approaches will serve to provide the theoretical foundation for the present research. This report is divided into two sections. The first examines the specific research problem through the description and reflection on cinematic experiences incorporated in the teaching of two curricular units in Philosophy. These experiences are framed by questioning the possibilities created by employing films to foster philosophical thinking, thereby illuminating for students several of the major philosophical questions; the second addresses Supervised Teaching Practice.
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Palavras-chave
Cinema como ilustração Filosofia através do Cinema Aprendizagem significativa Recurso pedagógico Experiência de pensamento Film as illustration Film as philosophy Meaningful learning Pedagogical resource Thought experiment