Abstracts Education

(Intra)relação arte, filosofia, ciência e tecnologia e a experiência do filosofar

by M. Pheper

Abstract: This research presents investigations about the (intra)relation between art, philosophy, science and technology, driven by questions about the possibilities of philosophizing, through art, science and technology. It is an- empirical- analytical research whose theoretical investigation aims to demonstrate how tenuous and fragile are the conceptual boundaries established between such areas of knowledge, with such uncertainty being a fertile field for intentionality the individual and for education. The empirical face of this investigation involves a detailed description of the development of the Design-Based Research (DBR) composed of about 300 paintings developed in the 1st Year of High School, within the philosophy at the Colégio Estadual do Paraná. The paintings formed the Installation "O Mito Hoje" (The Myth Today), held at the Oscar Niemeyer museum, in 2018. With the general objective of listing theoretical-empirical evidence regarding philosophizing from the (intra)relationship, we established the following specific objectives: theoretically and empirically grounding the foundations of our investigation; describe the theoretical foundation linked to the practice of DBR that culminated in the installation of 2018; analyze the 2016-2018 installation cycle and its works from the evoked theory; to present the conceptual bases of philosophical education in the face of the (intra)relationship between art, philosophy, science and technology. The (intra)relationship between areas is substantiate mainly on Husserlian phenomenology about gnosiological ontology of the human being, having as evidence of the (intra)relation the DBR and works of art. Based on the persuasion of phenomenological premises about how we abstract, we conclude the (intra)relation as a priori and given in the "in it-self" phenomenal , which composes knowledge as a phenomenon to consciousness. In this way, it is the (intra)relation that makes it possible to transit or not in an inter or transdisciplinary way. Having established the understanding of how knowledge is given, we seek the roots of the concepts of art, philosophy, science and technology, as areas of knowledge, in order to understand the hypothesis of boundaries between areas and disciplines. Observing that the phenomena present themselves raw, meaningless, being passive in the face of intentionality, also containing a substratum that is capable and possible of structuring meaning, we understand that knowledge, reason, will only occur if there is consonance in the encounter between the meaning established by intentionality and the potential meaning contained in the phenomenon (object of consciousness). With this, we understand that our purpose of contributing in the educational field was achieved, since the consistency of the results obtained theoretically and empirically (in the works of art produced) corroborate for a better understanding of the essence of pedagogical approaches, practices or exercises, which aim to transit between areas and disciplines.