CONTRIBUIÇÕES DAS COMPETÊNCIAS LÓGICAS PARA A AUTONOMIA DO PENSAR

• Autor(a) principal: Machado, Clarice Rosa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/979
• topic: Autonomia. Didática da filosofia. Ensino de lógica. Interdisciplinaridade. Metodologia do ensino de filosofia.; Autonomy. Didactics of philosophy. Logic teaching. Interdisciplinarity. Methodology of teaching philosophy.; Humanidades e Linguagens

This Masters dissertation proposes to investigate about which logic competences are necessary to the autonomy of thinking according to the interdisciplinarity relations via Philosophy, Math and Portuguese logical contents. The changes of and in the society cause changes in the human being lives, who very early in life are exposed to several information. As this information arrive to the human beings after many changes, some of these data suffer some environmental changes and another ones are changed by the power relations included in the speeches, because of these, it is quite important to learn about the competences that can effectively contribute with the thinking autonomy, that turn possible, considering many aspects, to notice which information is true and which one is false. The competence characterizes itself as skill sets that are mobilized to act when facing some problems (PERRENOUD, 1999; ZABALA; ARNAU, 2010). By the development of the thinking autonomy, the people can critically change the reality to elaborate the questions, the doubts and the new conceptions about the study object. In sequence, it was accomplished an exploratory study focused in the curricular competences presented in the National Curricular Common Base (BNCC) and included in the Curriculum Guidelines for High School (OCEM). The research was accomplished by a theoretical-methodological bias of Critical Discourse (ACD) and Content Analysis (AC), considering the verbal text as a discursive materiality and the discourse as a fullness of the social practices that encompasses and constitutes. Thus, the development of the competences showed the importance of the knowledge acquired at school scopes the students’ reality. Studying the logical by these curricular components interdisciplinarity and by concrete examples of the reality, turns visible its rules and practical applications, contributing to its understanding, facilitating the students’ autonomy of thinking, and it even demands to rethink about the teaching and learning process of the education system. The development of these logical competences turn the students able to solve the real problems, participating actively, critically and with responsibility in the social changes searching for an increasingly fair, supportive and democratic society.