Textos filosóficos no ensino de Filosofia: uma abordagem em uma escola da rede pública do estado do Espírito Santo

• Ano de defesa: 2019
• Autor(a) principal: Margotto, Gleidson Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Ensino de Filosofia; Textos filosóficos; Ensino médio; Oficina de conceitos; Sooretama/ES; Philosophy teaching; Philosophical texts; High school; Concept workshop; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/13109

The aim of this dissertation is to carry out an analysis of the philosophical texts as a tool within the teaching of Philosophy in High School classes at EEEFM Armando Barbosa Quitiba, a state school supported by the Public Educational System of Espirito Santo, in the city of Sooretama/ES. The use of classical texts (which in the Concept Workshop proposed by Sílvio Gallo (2012a) refers to the research stage) can be a supportive tool for the students to recreate or create their own concepts and/or establish an experience of thought. For this purpose, the philosophical texts are linked in this research to other stages, such as: sensitization, problematization and conceptualization, in order to be mutually related and cause a Philosophy teaching that leads the students to be the protagonists in their own learning. The promotion of this autonomy consists of what is aimed, in a general way, in this research: to promote the application of the concept workshop proposed by Sílvio Gallo (2012a) - with primacy to the philosophical texts - for high school students of this institution, as a means of developing the experience of thinking. Since this is a qualitative research, the exploration is built on the pillars of action research. Concerning the research tools, logbooks, participant observations, formal and informal dialogues with the school staff, as well as with the own students and open-ended questions contribute to the data collection. Regarding the theoretical contributions, this work is supported by concepts from Sílvio Gallo (2012a), Gilles Deleuze and Félix Guattari (1992), Walter Omar Kohan (2000, 2009) and Geraldo Balduíno Horn (2009). The methodology based on philosophical texts tends to contribute in a decisive way to aspects that are considered insufficient, such as reading and interpretation mostly, but on the other hand, it is something challenging that demands systematic and sequential works to be made cultural and thus reduce difficulties and aversions detected in the development of such activity.