O ensino da Filosofia no ensino médio no Colégio Universitário– COLUN/UFMA: desafios e metodologia

• Autor(a) principal: PROCÓPIO, Nêmora Matos Carvalho
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2945
• topic: Filosofia;; Ensino;; Metodologia; Philosophy;; Teaching;; Methodology; Filosofia Brasileira

This dissertation presents an investigation about the teaching of Philosophy and its methodologies with the students of the 3rd year of High School of the College – COLUN/UFMA. The central problem of our research came from the question: how is the teaching of this discipline for students of the 3rd year of high school of COLUN/UFMA, and based on the difficulties presented by the class, try to understand which teaching methodologies used that more adapt to students' needs to contribute to or facilitate learning. Given this problem, the main objective of this research is to analyze the teaching of philosophy of teachers of the 3rd year of high school of COLUN/UFMA and the methodologies used by them in the classroom. It is, therefore, a qualitative research of descriptive, exploratory and field nature. The data collection instrument used was a questionnaire, conducted with teachers and students of the 3rd year of high school of that school. The work is structured in chapters, which initially briefly discusses the teaching of philosophy in high school, its interests, contributions and then presents the steps taken to carry out this work, the justification by choice of the theme, the place and subjects participating in the research, the description of the objectives set and the summary description of the chapters that constitute it. It is also made a historical approach on the teaching of philosophy in Brazil from the presentation of the laws that dealt with the teaching of this discipline, especially in the high school and the discussion about the problematic that involves the teaching of this discipline with regard to action by students and teachers. In addition, some challenges concerning the teaching of philosophy are presented, the methodological proposals cited by some theorists of the area and the panorama of the course of philosophy in high school and the curricular guidelines. Finally, we describe the characterization of the research field, the methodological course followed and the discussion of the analysis of data collected in the field school. This choice was based on a series of criteria that we consider to be the most suitable for this research, which will take place in the educational field and because they fit the profile of the population to be studied and the proposed objectives.