Saberes e práticas educativas no ensino de Filosofia no ensino médio : esperanças e decepções

Abstract

This dissertation is to understand how the relationship between philosophy and applied didactics in the high school classroom, from the philosophical reflections of education. In its specificity, is questioned among other possibilities: If the lessons of philosophy happen in practice as established by educational legislation? And if they do not happen would be a methodological problem? Didactic? Historic? Or what the implications would be for this. Through this problematization and questioning, the research is developed within a qualitative method and the case study, in which one tries to apprehend the configuration of the philosophical approach in its applicability in the Brazilian educational reality, in order to clarify and elucidate the relation between pedagogical praxis, education and training. Faced with what is sought to be understood, there is specific didactics for the classes of philosophy and the interpretive possibilities, backed up in the historical confrontations of the production of knowledge. Thus, translating knowledge into more accessible language will be the task of the utility of these practices, or perhaps the assertion that our philosophical thinking is embedded in a context of orientation that does not rule out the presence of an indication of how to act. This is a point of great tension, because in it it is possible to confront a desire for freedom and autonomy from the knowledge of science and from a systemic organization around learning and teaching, that is, from a previous and prescriptive plan of time, content, activities, model of teacher, students and the results of this philosophical action in the social, in the fields of philosophy and didactics, which emphasizes the interrelationship between these knowledges. The need for this research arose from the anguish that the teacher not "trained" in philosophy feels to be assigned to philosophy classes, in which an ignorant teacher becomes an "ignorant teacher" in the explicit sense of the term. Thus, we propose as objective to find a didactic tool to teach Philosophy in high school that provides a better teaching and learning.