A postura filosófica como práxis docente na educação básica: entre leituras e memórias

Abstract

Observing students with difficulties to abstract, argue, question and understand philosophical concepts in high school, I reflected on the possible reasons and causes of such difficulties. Considering this issue and motivation, we intended to develop a diagnostic and formative work with teachers at a public school, through participant research. At that time, we experienced the Covid-19 pandemic, which led to social isolation and an intense accumulation of work for teachers, making the initially outlined research impossible. In this context, we opted for a new methodology, maintaining our study proposal, and we chose to carry out autobiographical narrative research. From the analysis of educational concepts, Philosophy and philosophizing, entangled with a narrative of memories of my daily school life, as a teacher and specialist in basic education, we built the investigation for this research work in order to understand the teaching praxis, constituted of various experiences and coexistence and through the processes of initial and continuing education, being understood here as different experiences in training courses, after initial formation, as well as collective productions in the school environment - meetings, studies, planning, etc. Based on this understanding, we question ourselves from these memories: what are the issues that enhance or inhibit this process? What are the marks and understandings of initial and continuing education that hinder or encourage this search? From the perspective of historical-critical pedagogy, we seek, in the microregion where I work and reflecting on some experiences, to understand aspects of Brazilian education, historically marked by social inequality, and guided by the pedagogy of competences. Developing different continuous training processes for the school institution's team, strengthening the teaching identity, can enable omnilateral training, which focuses on an ethical and philosophical posture, which articulates school knowledge and ethical principles. Highlight the philosophical stance as a fundamental element for a teaching praxis. In this perspective, the school institution is produced on a daily basis, being able to carry out planning and projects that bring aspects of human existence to collective reflection, permeated by environmental issues, cultural diversity, by reactions in the world of work, by gender and sexuality diversity, among others. From the carried out reflections and studies, at the end of this work, we present an initial proposal for teacher training work at school, referenced in philosophical practice.