The planning of Teaching Philosophy in High School has an important impact
on the teaching and learning process of students, because when the school prioritizes the
teaching and learning process, through pre-defined procedures, the results in learning are
visible. The objective of this dissertation is to present the process of developing a proposal for
participatory and interdisciplinary planning of Philosophy classes at Colégio Estadual Campos
Brasil and at Castelo Branco High School, located in the municipality of Araguaína, state of
Tocantins, with the objective of to base a lesson planning model, as a product, in which
education, the subject and history are articulated. For the theoretical-practical analysis of the
research, we adopted the criteria of Historical-Critical Pedagogy with the support of the
historical-critical perspective of the thought of the Italian philosopher Antônio Gramsci, which
provide the clues for the construction of a contextualized planning with the socio-cultural reality
of the students from highschool. The research problem sought to respond to a daily situation in
the teaching and learning process of Teaching Philosophy, which is the students' lack of interest
in the content and the discipline itself. On different occasions in my history as a teacher,
including during the mandatory internship in the Philosophy Course, I noticed that the problem
might not be in the students, but in the classes. This problem accompanied a good part of my
professional experience and, in the master's degree, I decided to face the issue, starting from
the following evidences: 1) students' lack of interest in Philosophy classes; 2) teachers without
specific training in the area, working only to complement the workload; 3) absence of
contextualized planning of Philosophy classes. The fundamental hypothesis was that these
evidences were interconnected and the classes ended up being receptacles of these problems
and not reaching the objective of human formation, which is typical of Philosophy. When
proposing participatory planning with the teachers of these two schools, it was possible to
investigate and observe - from the point of view of the privileged and participating observer -
the problem is clearly evident. I realized that the problem was in the contents taught without
any connection with the students' lives, only with the use of didactic material (usually the book)
and without updating the philosophical problem present in the History of Philosophy. What is
the relationship between philosophical problems and practical life? How to produce a lesson
plan that could contextualize the socio-cultural reality of high school students with
philosophical problems, to make classes interesting and meaningful? The dissertation addresses
these problems and seeks to bring, in a descriptive way, but with due critical analysis, the
development of participatory planning carried out together with three teachers who taught the
discipline in schools, the two pedagogical coordinators of the respective units and the
curriculum advisor of the Regional Directorate of Education of Araguaína (DREA). They
accepted to participate in the research and we started to build the planning of classes in a
participatory way and looking for alternatives to include students as historical subjects, as a
way of producing an articulation between education, the subject and history. Teachers
participated in participatory planning and were able to expose their conception of planning and produce
the fundamentals for the construction of the planning of Philosophy classes. During the research, a
participatory class planning model was developed for the three grades of high school, which
are presented as products to the Professional Master in Philosophy. We understand that this is
our contribution to teachers and teaching, hoping that the model can be replicated in other
contexts and helps with the education of the popular classes with a critical human formation
capable of transforming reality
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