Authors
Abstract(s)
O presente trabalho visa abordar a devolução no ensino de filosofia no ensino secundário. A devolução cabe em vários aspectos do ensino: tem um pressuposto relacional, na primazia do ensino-aprendizagem, na intersubjectividade, e, ainda, entre os conteúdos leccionados e o mundo além da sala de aula. Exploramos no nosso percurso distintas concepções acerca da actividade filosófica neste sentido devolutivo, percorremos o movimento da pedagogia crítica, em particular o construtivismo crítico, analisamos o ensino da filosofia segundo um completo manual de didáctica e, finalmente, desaguamos num método, num procedimento didáctico em particular: o método fenomenológico-crítico. Entre objectivismo e subjectivismo, a tentativa vai no sentido de articular conhecimento e mundo envolvente, num pressuposto relacional enaltecendo, além disso, o ensino de filosofia no ensino secundário português como cultivo da presença e consciência crítica do aluno no mundo.
The present work aims to defend the devolution on the teaching of philosophy. The devolution fits into various aspects of teaching: it has a relational assumption, the primacy of teaching and learning, intersubjectivity, and also between what is taught and the world beyond the classroom. In our path we explore distinct conceptions of philosophical activity, walked through the critical pedagogy movement, in particular the critical constructivism, we analyze the teaching of philosophy according to a comprehensive teaching manual and, finally, we culminate in a method, a teaching procedure in particular: the phenomenologicalcritical methodology. Between objectivism and subjectivism, the attempt is to achieve an articulation of knowledge with the surrounding world, with a relational and remanding assumption; praising the teaching of philosophy in secondary schools as cultivation of critical consciousness and consciousness of the world.
The present work aims to defend the devolution on the teaching of philosophy. The devolution fits into various aspects of teaching: it has a relational assumption, the primacy of teaching and learning, intersubjectivity, and also between what is taught and the world beyond the classroom. In our path we explore distinct conceptions of philosophical activity, walked through the critical pedagogy movement, in particular the critical constructivism, we analyze the teaching of philosophy according to a comprehensive teaching manual and, finally, we culminate in a method, a teaching procedure in particular: the phenomenologicalcritical methodology. Between objectivism and subjectivism, the attempt is to achieve an articulation of knowledge with the surrounding world, with a relational and remanding assumption; praising the teaching of philosophy in secondary schools as cultivation of critical consciousness and consciousness of the world.
Description
Keywords
Filosofia - Ensino Educação - Ensino e filosofia Filosofia - Construtivismo crítico Filosofia - Ensino - Método fenomenológico-crítico
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior