Sobre o ensino da filosofia na escola debater, dialogar, formar uma opinião: para quê?

Abstract

This monograph is the result of research carried out during the Compulsory Curricular Internship of the Philosophy Degree course. Based on the report of this experience and the study of authors in the field of philosophy teaching in Brazil, the proposal of the work is to think about the teaching of philosophy in school that includes the debate of problems of social and political life. The proposal is based on a dialogical perspective that seeks to develop students' criticality, argumentation, autonomy and responsibility. In this way, the hypothesis that underpins the research is centered on the possibility that communication and interaction between them, through dialogue, can help achieve a double objective: learning knowledge through collective creation and the formation of opinion. The debate in the classroom, suggested in the national curriculum parameters for secondary education, is the subject of analysis in the text. This analysis is based on the experience inherited from the tradition of philosophy, particularly the example of Socrates. His teachings are still relevant today insofar as his method presents the conditions for developing dialogical investigation, from which it is not simply a matter of accepting people's opinions, but examining them in the light of the arguments and justifications presented by the interlocutors in the dialogue. In view of the above, a possible program for teaching philosophy is presented at the end, in which it is suggested that a serious social problem to be examined and debated in the classroom is the violence that affects contemporary schools. In this sense, the proposal to debate the topic is based on a conception of teaching and learning that has supported our formative course in Philosophy and is based on these presuppositions: the teacher's observation and diagnosis of the conditions in the school, attentive listening to its agents, the contexts in which they are inserted and how these same contexts affect their experiences.