O ensino de filosofia na escola do campo : os desafios em construir uma didática ativa em salas de aulas multisseriadas

Abstract

This dissertation aims to explore the Active Methodologies for Philosophy Teaching, particularly, in multi-grade rural schools’ classrooms. In this research, we analyzed documents which guide the educational process of rural schools, as well as its curriculum and the identity of the students and teachers who work and live in a rural area. With this in mind, we discuss briefly the social, cultural and geographical context of the Buriti District, in which the community is located. Then, we had to expand the documental investigation in order to understand the context of the LDB (Law of Directives and Bases of National Education), BNCC (National Common Curricular Guideline) and DRC-MT (Curricular Reference Document of the state of Mato Grosso), i.e., making an analysis in order to better understand the role of Philosophy Teaching within the New High School policy, and what would be the best training itinerary for teaching Philosophy courses. In this analysis, we intended to approach the curricular components: Life Project; Deepening Track and Elective. Clearly, we approached the great classics of past and contemporary authors during methodological questions, toanalyze the best methodological strategy for Rural High Schools. In addition, we proposed a Didactic Unit to be taught to studentsin multi-grade classrooms, in which the main product is presenting movies in the classroom, that is, the presence of cinema as a pedagogical intervention.