Ensino por competências: compreensão e prática do professor de filosofia no ensino médio, em escolas públicas do estado de São Paulo

• Ano de defesa: 2021
• Autor(a) principal: Rezende, José Humberto de
• Orientador(a): Severino, Antonio Joaquim
• Banca de defesa: Severino, Antonio Joaquim, Loureiro, Maria Dulcinea da Silva, Almeida, Cleide Rita S., Evangelista, Francisco, Dias, Elaine T. Dall Mas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: filosofia no ensino por competências; formação por competências em filosofia; filosofia no ensino médio; práticas educativas em filosofia
• Palavras-chave em Inglês: philosophy in teaching by skills; competence training in philosophy; philosophy in high school; educational practices in philosophy.
• Palavras-chave em Espanhol: filosofía en la enseñanza por competência; formación por competencia en filosofía; filosofía en la escuela secundaria; prácticas educativas en filosofía
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2944

The research discusses teaching and learning practices of the Philosophy teachers in public high schools of São Paulo, with a view to understanding and evaluating the presence of teaching by competencies, legally implemented in the São Paulo Curriculum. This curricular proposal of this State is based on a model by which teenager education is understood through the acquisition of competencies. Especially addressing the case of Philosophy, the investigation equates the pertinence and applicability of this proposal in its teaching practice. The study has as its primary source the educational practice of the philosophy teacher. The basic procedure of the study was the collection of the testimony of 6 teachers from 6 different public schools, interviewed through empirical research, based on a methodology of qualitative, analytical-descriptive nature of their practices. This empirical reference is complemented in the approach of specific high school legislation, both at the federal level and particularly at the level of the State of São Paulo. The bibliographic research explores the contribution of literature produced on the subject in the Brazilian academic context and establishes a dialogue between Antônio Gramsci's philosophical proposal and the teaching of competencies conceived by Philippe Perrenoud. The conceptions of the two thinkers related to the school institution and the formation of young people make them carriers of perspectives and approaches in the construction of answers to the moments of the problems of Brazilian Basic Education. It is observed that, although the Pedagogy of Competencies was conceived in the national guidelines and, in particular, in the São Paulo Curriculum to meet the demands of the capitalist market, Philosophy contributes positively to the formation by competencies. The theoretical categories of Gramsci and Perrenoud provide the philosopher teacher with supporting practices that lead students to elaborate and appropriate the intellectual instruments necessary for the construction of competencies for life, favoring social, productive, and symbolic interactions, conscious and responsible.