O professor de Filosofia no Ensino Médio

• Autor(a) principal: Melo, Elvis Francis Furquim de
• Data de Publicação: 2020
• Outros Autores: d"™Oca , Fernando Rodrigues Montes, Trevisan, Amarildo Luiz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trilhas Filosóficas (Online)
• Texto Completo: https://periodicos.apps.uern.br/index.php/RTF/article/view/1567
• topic: Ensino histórico-teórico; ensino temático-problemático; terceira via didática; Historical-theoretical teaching; thematic-problematic teaching; third didactic via

To abandon unilateral conceptions of teaching and to conceive that the Philosophy presents an inviolable specificity are important steps to be given towards the task of reflection on the teaching of Philosophy. It is necessary to elaborate didactic strategies which comprehend a teaching that takes into account: contemplated concepts of the history of Philosophy, concepts created from problems and arguments expressed by the history-problems conjunction. It means to tie teaching as product and as process in a third didactic via. The purpose of this work is to present it: analyzing the favorable and the contrary arguments to the two antagonistic tendencies of the Philosophy teaching, the historical-theoretical and the thematic-problematic; identifying the producing elements, originated from the favorable arguments, and the self-defeating ones, originated from the contrary arguments, in order to reject the latter and to appropriate the first ones to the elaboration of the third via; synthesizing what of producing the antithetic tendencies present; and associating the argumentative competence to what has been synthesized as producing from the tendencies. Therefore, the third didactic via aims at conjugating the precision and the scientificity of the historical teaching, the creativity of the thematic teaching and the need that the students develop argumentative competence.