Utilização das tecnologias de informação e de comunicação nas aulas de Filosofia do ensino médio

• Autor(a) principal: Silva, Claudinei Gonçalves da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10009
• topic: TIC; Metodologias ativas; Mediação; Ensino-aprendizagem; Filosofia; CIENCIAS HUMANAS::FILOSOFIA

This dissertation aims to address the issue of the use of Information and Communication Technologies (TIC) in high school philosophy classes. It arose from a restlessness regarding the process of teaching Philosophy learning and its meaning to the student. It implies the search to find some strategies that can function as didactic mediation for the professor of Philosophy. It is tried to demonstrate from some experiences the use of some technological and media resources that can be used in philosophy classes in an effective way, so that they resonate in the teaching-learning process. It means the search for didactic-pedagogical strategies that corroborate to recover the interest and enchantment of the students by the philosophy with respect to the questions that it raises. Given the specific nature of Philosophy as a curricular component that demands teachers and students, a certain rigor and abstraction, and a considerable volume of reading, the challenges that today impose on education as a whole assume a provocative and challenging dimension. From this perspective, it is essential to constantly review our educational practices. In this sense, it is tried to point out ways of overcoming some obstacles, which sometimes occur, by the teacher's own insistence in a traditionalist position, which contrasts with the world of our students marked by the novelty and speed of information and technology. The conscious appropriation of the technological resources of the information and the communication opens the possibility of creation and intervention, on the part of the students and contributes to understand the philosophical questions of a peculiar and concrete way. This work has as a methodology first to discuss the concept of technology to be appropriate; know the technological reality of the school; to obtain a vision of the students about the use of ICT in teaching and learning and, finally, to offer some guidelines for the Professor of Philosophy, so that the latter can creatively produce ways to construct interesting and effective didactic mediations. We made some inroads into the use of field research, in order to demonstrate in practice the inclusion of the use of ICT in teaching Philosophy. From the empirical world to a didactic-pedagogical proposal for Philosophy in High School.