O livro didático de filosofia no ensino médio e a formação do debate crítico em uma sociedade plural

• Ano de defesa: 2017
• Autor(a) principal: Blanco, Enrique Sérgio
• Orientador(a): Pereira, Marcos Villela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Debate Crítico; Livro Didático de Filosofia; Sociedade Plural
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7900

Can the philosophy textbook support high-school students succeed in developing critical debates supported by plausible arguments about contemporary issues? Critical debates that cover the different ways of understanding reality and include the voice of the other and the heterogeneity of the ways of being and thinking in a plural society. Critical debates involving the principles of plurality, identity, difference and diversity. I will try to answer this question investigating how the philosophy textbook develops its contents as a possibility that its readers, the high-school studentes, can develop critical debates about contemporary issues. I understand that the textbook can contribute to the students: i) develop their knowledge bases on possible understandings of reality; ii) develop plausible arguments through reasoning about possible understandings on reality in order to participate on critical debates; iii) make solidarity social proposals, based on respect for the values of the other and your different understandings of reality. Based on that understanding, I will undertake an interpretative investigation research in order to understand how the didactic book of philosophy for high-school, "Filosofia: experiência do pensamento", philosophically develops the concepts of culture, plurality, identity, difference and diversity, and if that didactic-pedagogical development can help students to partipated on critical debates about contemporary social themes involving these concepts.