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O presente relatório versa sobre a didáctica do exemplo.Com esta didáctica pretende-se estabelecer uma articulação entre a dimensão teórica da Filosofia e a sua dimensão prática. A estrutura do relatório compõe-se de duas partes, uma destinada a desenvolver o quadro teórico da didáctica do exemplo e outra o seu quadro pedagógico e metodológico.
No âmbito do quadro teórico coloca-se, em primeiro lugar, a questão de saber se a Filosofia tem ou não tem utilidade. Há quem afirme que a Filosofia não tem nenhuma utilidade. Há, porém, quem afirme que ela está presente no nosso dia-a-dia, mesmo nas tarefas mais básicas que realizamos. O saber da Filosofia não é experienciado como o da Biologia, o da Química, o da Sociologia, e de muitas outras ciências, cujo saber pode ser testado, comprovado, conhecendo-se bem a sua importância prática. A Filosofia, por seu turno, tem como objecto examinar princípios, criticar resultados. Este objecto juntará saber teórico e saber prático.
No âmbito do quadro teórico discute-se, também, um facto de ordem psicológica que tem consequências para a didáctica da Filosofia no Ensino Secundário, o facto de hoje em dia se tornar difícil captar a atenção dos alunos para determinadas temáticas. Muitas das temáticas abordadas no programa de Filosofia não são perceptíveis, nem entendíveis, imediatamente pelos alunos. No presente relatório, defende-se que é importante existir uma metodologia de ensino de Filosofia que faça por aproximar os alunos dos temas que estão a ser tratados e que os convide a fazerem uma reflexão. São estes os pressupostos da proposta metodológica do exemplo que o relatório elabora.
O exemplo clarifica na mente dos alunos a matéria que está a ser abordada. A criação de exemplos pode aproximar as noções, as ideias, os conceitos, à realidade. A criação de exemplos para os temas filosóficos pode servir para desbloquear a incompreensão do aluno e possibilitar à apreensão dos variados assuntos e problemas com que a Filosofia trabalha de forma mais eficaz.
No âmbito do quadro prático do relatório foi levada a cabo uma experiência pedagógica e didáctica em duas turmas do 10º ano (LH e CT1) da Escola Secundária C/3º Ciclo do Fundão, na disciplina de Filosofia, tendo-se planificado uma aula com exemplos e outra sem exemplos. Com base na prática desenvolvida e nos resultados obtidos, pode constatar-se que a didáctica do exemplo permite melhor compreensão das matérias leccionadas. De acordo com os testemunhos recolhidos, o recurso ao exemplo torna mais visível a questão prática da disciplina de Filosofia.
This research focuses on the example of didactics of teaching. With this we intended to establish a link between the theoretical dimension of philosophy and its practical dimension. The structure of the report consists of two parts: one to develop the theoretical framework of teaching and another with their teaching framework and methodology. Within the theoretical framework we put in the first place, the question that the philosophy has no value. Some authors say that philosophy is of no value. But there are those who say that it is present in our day to day, even in the most basic tasks that we perform. The knowledge of philosophy is not experienced as the biology, the chemistry, the sociology, and many other sciences, whose knowledge can be tested, proven, knowing well its practical importance. Philosophy, in turn, has as its aim to examine principles, criticizing the results. This object will bring together theoretical knowledge and practical knowledge. Within the theoretical framework it is argued, too, a fact that has psychological consequences for the teaching of philosophy in secondary school, the fact that today make it difficult to capture students' attention to certain themes. Many of the themes of philosophy in the program are not visible or understandable, the students immediately. In this research, we argue that there is an important method of teaching philosophy to do for the students to approach the issues being addressed and invite them to make a reflection. These are the assumptions of the methodological proposal of the example that produces this research. The example clarify in the minds of students that the matter is being addressed. The creation of examples can approach the notions, ideas, concepts, reality. The creation of examples to the philosophical issues can serve to unlock the student's misunderstanding and enable the seizure of the various issues and problems with that philosophy works more effectively. Under the practical framework of the report was carried out a teaching experience and teaching two classes of 10th grade (LH and CT1) Secondary School C / 3 º Cycle in Fundão, the discipline of philosophy, and it was planned a lesson with examples and one without examples. Based on the practice developed and the results obtained, it can be seen that the teaching of the sample allows better understanding of the subjects taught. According to the testimonials gathered, the example makes use of the more visible the practical matter of the discipline of philosophy.
This research focuses on the example of didactics of teaching. With this we intended to establish a link between the theoretical dimension of philosophy and its practical dimension. The structure of the report consists of two parts: one to develop the theoretical framework of teaching and another with their teaching framework and methodology. Within the theoretical framework we put in the first place, the question that the philosophy has no value. Some authors say that philosophy is of no value. But there are those who say that it is present in our day to day, even in the most basic tasks that we perform. The knowledge of philosophy is not experienced as the biology, the chemistry, the sociology, and many other sciences, whose knowledge can be tested, proven, knowing well its practical importance. Philosophy, in turn, has as its aim to examine principles, criticizing the results. This object will bring together theoretical knowledge and practical knowledge. Within the theoretical framework it is argued, too, a fact that has psychological consequences for the teaching of philosophy in secondary school, the fact that today make it difficult to capture students' attention to certain themes. Many of the themes of philosophy in the program are not visible or understandable, the students immediately. In this research, we argue that there is an important method of teaching philosophy to do for the students to approach the issues being addressed and invite them to make a reflection. These are the assumptions of the methodological proposal of the example that produces this research. The example clarify in the minds of students that the matter is being addressed. The creation of examples can approach the notions, ideas, concepts, reality. The creation of examples to the philosophical issues can serve to unlock the student's misunderstanding and enable the seizure of the various issues and problems with that philosophy works more effectively. Under the practical framework of the report was carried out a teaching experience and teaching two classes of 10th grade (LH and CT1) Secondary School C / 3 º Cycle in Fundão, the discipline of philosophy, and it was planned a lesson with examples and one without examples. Based on the practice developed and the results obtained, it can be seen that the teaching of the sample allows better understanding of the subjects taught. According to the testimonials gathered, the example makes use of the more visible the practical matter of the discipline of philosophy.
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Keywords
Filosofia - Ensino - Didáctica do exemplo Filosofia - Ensino - Aspectos teórico-práticos Filosofia - Metodologia de ensino
Pedagogical Context
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Universidade da Beira Interior