In the present research, we face the problem of teaching philosophy to “digital native”
students, that is, students who were born immersed in an informational culture and use
digital tools to mediate communication and perform other everyday tasks. The desired
objective was to use the repertoire of technological knowledge and skills that these
students already have to apply in Philosophy Teaching. In order to do so, we carried
out a bibliographic review on the communicative processes that emerge from the new
digital media, approaching authors such as Paula Sibília, Lúcia Santaella, Eugênio
Trivinho, among others, and on the teaching of philosophy, visiting theorists such as
Sílvio Gallo and Alejandro Cerletti. There is a vast repertoire of process tools that can
be used to communicate philosophical content, ideas and concepts through digital
tools. The proper understanding of these technologies and their faculties can bring
together, through relevant didactic strategies, the teacher, the student and Philosophy.
The locus of application of the results achieved is the IFBA/Barreiras. We developed a
proposal for practical intervention and, as a result, we intend to expand the possibilities
of working philosophy with high school students from this institution using digital
resources and knowledge that these students already bring from their daily
experiences.
|
