Alfabetização filosófica: o ensino de Filosofia no ensino médio a partir do pensamento de Paulo Freire
This dissertation is included in the line of research: Philosophy Teaching Practices. The aim of this study referred to here is the analisar Philosophical Literacy: the philosophical teaching in the high school according to Paulo Freire’s thought. Presenting as a fundamental objective of the inve...
| Autor principal: | Barros, Maria de Jesus Duarte |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2022
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| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/4390 |
| Resumo: |
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This dissertation is included in the line of research: Philosophy Teaching Practices. The aim of
this study referred to here is the analisar Philosophical Literacy: the philosophical teaching in the
high school according to Paulo Freire’s thought. Presenting as a fundamental objective of the
investigation the Philosophical Literacy as a didactic-methodological alternative to teaching
philosophy in high school. The theoretical reference adopted in this research was Paulo Freire’s
bibliographic collections based on elements of Youth and Adult literacy method. The
methodological procedure used in the investigation is part of the field of Philosophy Teaching and
brings to the debate some of Freire's conceptions relevant to Philosophy Teaching, thinking about
a foundation that the Freirean method can provide to philosophical praxis, in teaching to
philosophize as a condition of politics. The main contribution brought by this study is the
affirmation that it is possible to transpose Paulo Freire's didactic-methodological literacy of Youth
and Adult to philosophical literacy as an alternative to teaching philosophy in high school. In this
way, I understand that the construction of education in communion with philosophical knowledge
reinforces the political dimension of teaching to generate as a result autonomy and to think for
oneself about existence and culture. Education is permeated by the political dimension, which must
be critical, reflective and creative, allowing youth to play a leading role in the process of human
formation. |