Ensino de filosofia no ensino médio : uma interface emancipadora

• Ano de defesa: 2022
• Autor(a) principal: Sousa, José Maria de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Filosofia – PROF-FILO
• Palavras-chave em Português: Ensino; Filosofia; Autonomia docente emancipatória; Emancipação; Sujeitos; CNPQ::CIENCIAS HUMANAS::FILOSOFIA; Teaching; Philosophy; Autonomy; Emancipation; Subjects
• Link de acesso: http://ri.ufmt.br/handle/1/6251

The study about Philosophy Teaching in High School: an emancipating interface reflected on Philosophy as an instrument for the formation of autonomy or emancipation of the student as a subject in the teaching-learning process through the educator. The main goal was to identify if the guidelines of the Base Nacional Comum Curricular - BNCC -2018 and methodologies adopted by the Secretary of Education of the State of Goiás - SEDUC - GO regarding the teaching of philosophy in High School converge in an emancipatory interface. As specific objectives: Understand the teaching of philosophy in High School in an emancipatory perspective. Examine if the Political Pedagogical Project of the Colégio Estadual Deputado José Alves de Assis in Mineiros -GO - PPP-CEDJAA (2020) interacts with the guidelines of the Curricular Document for Goiás - High School Stage - DC - GOEM- 2021 for an emancipatory education. Develop an educational product in the modality Teaching Unit from theories and emancipatory methodologies as a requirements of the Professional Master's Degree in Philosophy PROF-FILO. As methodology it used bibliographical research and documental analysis. The theoretical basis was Immanuel Kant (1985), Paulo Freire (1991, 2000ª, 2003), Renata Aspis (2004), Aspis & Gallo (2009) Walter Kohan (2013), Moacir Gadotti (2007), Demerval Saviani (2007), BNCC (2018), DC-GOEM (2021) and PPP-CEDJAA (2020). The study was an analysis of the theories of Immanuel Kant on the human majority and minority and Paulo Freire regarding autonomy in the dialogue with Walter Kohan, Renata Aspis, Sívio Gallo, Demerval Saviani and Moacir Gadotti regarding the teaching of Philosophy in High School, the role of Education, the school as an emancipatory space, the educator as mediators and the student as subjects in the teaching-learning process with perspectives of leaving the condition of heteronomous to autonomous. In the document review, a divergence between the BNCC-2018 and DC-GOEM (2021) in reference to Philosophy was noticed. In the PPPCEDJAA (2020) it was noted some dissertative inconsistencies as repetitions of paragraphs and identification of the school unit, but its pedagogical and management proposal are directed to an autonomous education, Finally, it is called attention to the need for a critical look at the contemporary educational policies of Brazil from the BNCC (2018) that is exclusionary, intentionalist, giving to High School a dualistic and technicist education designed to meet the labour market of the neoliberal system and not providing the student to be subjects of the history, through the society improvements and self-transformation. Concerning the social disciplines such as Philosophy and Sociology, which are considered non-compulsory, we need to assume a position of defense of these disciplines together with education as one of the tools of formation for autonomy or emancipation.