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Abstract(s)
A publicação do documento Perfil dos Alunos à Saída da Escolaridade Obrigatória, que deu
origem ao Despacho n.º 6478/2017 de 26 de julho, apresenta as principais linhas de força a
considerar na estruturação da Educação para o século XXI e aí são indicados os princípios, a
visão, os valores e as competências-chave. O documento vem, aliás, na sequência da
apresentação da visão global da UNESCO para a Educação que evidencia implicações no sentido
de preparar os alunos para as competências e saberes-fazer do século XXI, bem como de outras
organizações europeias com responsabilidades na área da educação. Sublinha-se a necessidade
absoluta de se alterar o paradigma da Educação ainda vigente e considera-se que as aulas
orientadas por modelos tradicionais não se adequam à visão que se pretende para a Educação,
sendo necessário preparar os alunos, para além de para os saberes, para competências
essenciais: a promoção da criatividade, a capacidade de comunicação, o pensamento crítico, a
inovação e a capacidade de resolver problemas através da cooperação. Esta proposta implica
necessariamente "alterações de práticas pedagógicas e didáticas de forma a adequar a
globalidade da ação educativa às finalidades do perfil de competências dos alunos."
A partir destas referências foi desenvolvido um trabalho de investigação e reflexão que sugere,
sempre que possível, a possibilidade de uma aprendizagem experiencial na disciplina de
filosofia ancorada em três dimensões: a valorização das experiências pessoais dos alunos na
consolidação dos conteúdos, a aplicação prática dos conteúdos da disciplina em situações reais
e, finalmente, o envolvimento dos alunos em projetos de valor organizados com base nas
aprendizagens e reflexões ocorridas na disciplina. Pretende assim contribuir-se para que os
alunos se possam formar no âmbito dos princípios, visão, valores e competências-chave
defendidos no Perfil dos Alunos à Saída da Escolaridade Obrigatória, sem perder de vista o
treino das operações intelectuais fundamentais da filosofia: a conceptualização, a
problematização e a argumentação, bem como o trabalho de análise, interpretação e
comentário de um texto escrito e respetiva dissertação.
As reflexões aqui presentes pretendem também apresentar-se como um apelo à necessidade de
inovar na didática da filosofia tendo em vista os valores que, de acordo com os documentos
referidos, os jovens devem ser encorajados a por em prática: a responsabilidade e integridade;
a excelência e exigência; a curiosidade, reflexão e inovação; a cidadania e participação e a
liberdade.
The public announcement of a document containing the desirable Portuguese students profile when they leave compulsory schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória), which has given rise to Order No. 6478/2017 of July 26, presents the guiding main lines to be considered in order to structure Education for the 21st century regarding its principles, vision, values and key skills. This document also follows UNESCO's global vision for Education and other European organizations responsible in that area, which refer the importance of preparing students for this century skills and specific know-how. The absolute need to change the paradigm of Education is emphasized: classes guided by traditional models do not fit this new vision and it is necessary to prepare students for key skills as creativity, communication, critical thinking, innovation and the ability to solve problems through cooperation, besides knowledge. This proposal necessarily implies "changes in pedagogical and didactic practices in order to adapt the overall educational action to the purposes of the students' skills profile." From these references, a research and reflection work was developed and it suggests, whenever possible, the opportunity of an experiential learning in Philosophy which will be anchored in three dimensions: the valuation of the students' personal experiences in order to consolidate this secondary education subject curriculum, the practical application of Philosophy subject curriculum items in real situations, and finally, the involvement of students in value projects organized when learning, reflecting and discussing Philosophy. It is expected, teaching Philosophy this way, to contribute to the students’ education in the principles, vision, values and key skills outlined in that public document without forgetting to train fundamental intellectual operations in Philosophy: conceptualization, questioning and argumentation, as well as analysis, interpretation, commentary of a written text and dissertation. The herein presented reflections are also intended to be considered as an appeal to the necessity of innovating in Philosophy didactics regarding the values that, according to the mentioned global vision of Education, young people should be encouraged to put into practice: responsibility and integrity, excellence and demand, curiosity, reflection and innovation, citizenship and freedom.
The public announcement of a document containing the desirable Portuguese students profile when they leave compulsory schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória), which has given rise to Order No. 6478/2017 of July 26, presents the guiding main lines to be considered in order to structure Education for the 21st century regarding its principles, vision, values and key skills. This document also follows UNESCO's global vision for Education and other European organizations responsible in that area, which refer the importance of preparing students for this century skills and specific know-how. The absolute need to change the paradigm of Education is emphasized: classes guided by traditional models do not fit this new vision and it is necessary to prepare students for key skills as creativity, communication, critical thinking, innovation and the ability to solve problems through cooperation, besides knowledge. This proposal necessarily implies "changes in pedagogical and didactic practices in order to adapt the overall educational action to the purposes of the students' skills profile." From these references, a research and reflection work was developed and it suggests, whenever possible, the opportunity of an experiential learning in Philosophy which will be anchored in three dimensions: the valuation of the students' personal experiences in order to consolidate this secondary education subject curriculum, the practical application of Philosophy subject curriculum items in real situations, and finally, the involvement of students in value projects organized when learning, reflecting and discussing Philosophy. It is expected, teaching Philosophy this way, to contribute to the students’ education in the principles, vision, values and key skills outlined in that public document without forgetting to train fundamental intellectual operations in Philosophy: conceptualization, questioning and argumentation, as well as analysis, interpretation, commentary of a written text and dissertation. The herein presented reflections are also intended to be considered as an appeal to the necessity of innovating in Philosophy didactics regarding the values that, according to the mentioned global vision of Education, young people should be encouraged to put into practice: responsibility and integrity, excellence and demand, curiosity, reflection and innovation, citizenship and freedom.
Description
Keywords
Aprendizagem Educação Experiencial Filosofia Inovação