O conceito de autonomia Kantiana no ensino de filosofia: uma experiência com alunos do ensino médio.

• Ano de defesa: 2020
• Autor(a) principal: Soares, Nicácio Nabi Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de filosofia; Autonomia; Maioridade; Immanuel Kant; Philosophy teaching; Autonomy; Majority
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/51620

It presents a methodological proposal of Philosophy Teaching in the middle level as a possibility of contributing to the clarification and autonomy, having as theoretical support the thought of the philosopher Immanuel Kant. The concept of majority, as an expression of moral and intellectual autonomy, is of paramount importance in the Kantian philosophy, expressed mainly in the text: "Answer to the question: what is clarification?" and in his works on morals and education, namely, " Foundations of the Metaphysics of Customs "and" about pedagogy ". In all of them we seek to highlight the most important traits about the concept of autonomy. Subsequently, we raised the following question: To what extent can the Philosophy Teaching at the middle level contribute to the feasibility of autonomy? Answering that question is not a simple thing. It is necessary to investigate with zeal some elements that have gained significant prominence with the return of the teaching of philosophy as mandatory discipline in the basic curriculum of Brazilian education. Discipline that, in the current conjuncture, is about to leave high school. However, our initial hypothesis is the idea that the Philosophy Teaching can enable the realization of pedagogical practices and strategies, aiming at the development of majority, based on Kant's thinking, along with the proposal of Lídia Maria Rodrigo, in her book Philosophy in classroom, through the pedagogical tool called "didactic unit". It is the elaboration of lesson plans based on reflections about a specifically philosophical didactic proposal, which can contribute to an autonomous formation through the experience with the philosophize. Our proposal is, therefore, to relate the ideas of Professor Lidia with the ideal Kantian of autonomy, enlightenment and majority. Finally, we will expose the methodological procedures, the practical and pedagogical actions and outcomes developed at the Dom Antônio Campelo de Aragão School, in Juazeiro do Norte - CE.