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Advisor(s)
Abstract(s)
Como ensinar ou tornar acessível um saber tão cheio de especificidades como a
filosofia, a um público mais vasto, muito jovem e pouco qualificado do ponto de vista
das exigências inerentes a este tipo de saber? A difusão do saber filosófico, sob o
formato de uma disciplina curricular do ensino secundário, supõe e exige a
reformulação didática desse saber especializado, de modo a que seja convertido em
objeto de ensino. Esta é a tarefa específica do professor: produzir um discurso
pedagógico, pelo qual a tradição filosófica possa converter-se em saber ensinável.
Como fazê-lo conseguindo despertar o interesse dos alunos por um saber que não
produz resultados imediatos, mas que, segundo Platão por exemplo, através do
exercício de valores como a virtude e a justiça poderemos ser conduzidos à felicidade?
Pretendemos aqui perceber qual o contributo dado, para a prossecução deste objetivo,
por documentos como as recentes “Aprendizagens Essenciais” para o 10º e 11º ano”
1
;
pretendemos averiguar até que ponto é que o destaque dado a exercícios mecanicistas
de cariz lógico-dedutivo, em detrimento do debate sobre temáticas que se prendem
diretamente com a experiência dos alunos e as questões existenciais que se lhes
colocam, inevitavelmente, no período da adolescência, contribuem ou não para o
afastamento destes da disciplina.
How to teach or make accessible knowledge as full of specificities as philosophy, to a wider, younger and unqualified audience, in terms of the requirements inherent to this kind of knowledge? The diffusion of philosophical knowledge, in the form of a curricular subject in high school, supposes and requires the didactic reformulation of this specialized knowledge, in order to converse it into a teachable object. This is the specific task of the teacher: to produce a pedagogical discourse, through wich the philosophical tradition can become teachable knowledge. How can we do this by getting students interested in a knowledge that does not produce immediate results, despite that, according to Plato, through the exercise of values such as virtue and justice, we can be lead to happiness? We pretend to understand the contribution made, by documents such as the recent “Essential learning for the 10th and 11th year” 2 , for the pursuit of this objetive; we intend to ascertain to what extent the emphasis given to mechanistic exercises of a logical-deductive nature, to the detriment of the debate on themes that are directed related to the student`s experience and the existential questions that inevitably arise in the adolescence period, contribute or not to their desinterest from the discipline.
How to teach or make accessible knowledge as full of specificities as philosophy, to a wider, younger and unqualified audience, in terms of the requirements inherent to this kind of knowledge? The diffusion of philosophical knowledge, in the form of a curricular subject in high school, supposes and requires the didactic reformulation of this specialized knowledge, in order to converse it into a teachable object. This is the specific task of the teacher: to produce a pedagogical discourse, through wich the philosophical tradition can become teachable knowledge. How can we do this by getting students interested in a knowledge that does not produce immediate results, despite that, according to Plato, through the exercise of values such as virtue and justice, we can be lead to happiness? We pretend to understand the contribution made, by documents such as the recent “Essential learning for the 10th and 11th year” 2 , for the pursuit of this objetive; we intend to ascertain to what extent the emphasis given to mechanistic exercises of a logical-deductive nature, to the detriment of the debate on themes that are directed related to the student`s experience and the existential questions that inevitably arise in the adolescence period, contribute or not to their desinterest from the discipline.
Description
Keywords
Didática da Filosofia Filosofia da Educação Lógica Práxis Teoria