Da tradição filosóficopedagógica aos caminhos da prática filosófica no ensino médio como experiência do pensar: ensinar filosofia ou filosofar?
As a field of knowledge of human formation, the presence of philosophy in school curricula in Brazil is a questioning subject. This article focuses on the specific purpose of analyzing the practice of philosophy in high school. It intends to question how philosophy has been experienced in the fin...
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| Format: | Article |
| Language: | Portuguese |
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Universidade Nove de Julho
2016-01-01
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| Series: | EccoS Revista Científica |
| Online Access: | http://www.redalyc.org/articulo.oa?id=71546154006 |
| Summary: | As a field of knowledge of human formation, the presence of philosophy in school curricula in Brazil is a questioning subject. This article focuses on the specific purpose of analyzing the practice of philosophy in high school. It intends to question how philosophy has been experienced in the final years of basic education. More broadly, what does “to think” mean in this experience that combines philosophy and teaching? To do so, some dominant conceptions of teaching philosophy and its developments were revisited. Additionally, it is indicated some traces of a philosophical possibility that, unlike the traditional teaching of philosophy, enables the experience of philosophical thinking, in which what is more taught and learned is not the content or competence, but a relationship with that aims to teach and learn, enhancing the student willingness to try new things, even in thought. |
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| ISSN: | 1517-1949 1983-9278 |