O ensino de Filosofia na perspectiva freiriana

Abstract

The discipline of philosophy returns to basic education as a new field for pedagogical experimentation of philosophical thought. For a long time, philosophy remained confined to academic environments, depriving countless young people of the right to think critically, to sharpen their perspective on reality, to understand themselves and others with reason and sensitivity. Philosophical themes, problems, arguments, and concepts can become relevant to the lives of students, provided that their socio-historical-cultural experiences are problematized. In this vein, Paulo Freire's liberating pedagogy presents didactic-pedagogical principles such as freedom, awareness, problematization, and a critique of banking education, revitalizing the teaching of philosophy as a practice of freedom. The central research problem is the contribution of Paulo Freire's liberating pedagogy to the teaching and learning of philosophy, resulting in the production of two articles. Article I, “Approximations between Paulo Freire and Bell Hooks in the teaching of philosophy,” proposes a synthesis between Freire's liberating pedagogy and hooks' engaged pedagogy, culminating in the proposal of decolonial philosophy teaching. Article II, “The teaching of philosophy in the light of Paulo Freire's liberating pedagogy,” aims to propose a philosophy teaching approach that problematizes students' experiences in relation to philosophical thought. The research includes an educational product, “Didactic Sequence Notebook: Freirean Philosophical Culture Circle,” in which the concept of freedom in Freire, Augustine, Kant, and Sartre is problematized in dialogue with the unique, social, religious, ethical, and sometimes oppressive experiences of the students. The research methodology is based on a qualitative and bibliographical approach of an exploratory nature, with emphasis on the works “Pedagogy of the Oppressed” (1987) and “Pedagogy of Autonomy” (1996). The theoretical framework is based on a bibliographic review of books, articles, and dissertations by researchers in philosophy and education, such as Gallo (2007), Moacir Gadotti (2015), Brandão (2002), Kohan (2013), Ramos (2023), among others who dedicate themselves to proposing philosophical activity aligned with the problems, experiences, and needs of students. The results indicate that the teaching of philosophy as a practice of the philosophy of freedom cannot form emancipated citizens without embracing the social, racial, affective, political, and cultural demands of the students. It is concluded that philosophical teaching in dialogue with their experiences allows them to problematize their problems, thus developing the construction of philosophical thought. Teaching practice has the ethical, political, and pedagogical commitment to fight for a school that does not merely repeat mistakes, but proposes to reinvent itself