Das versões às sub-versões: uma busca do protagonismo no ensino da filosofia.

Abstract

This dissertation aimed to identify how high school students appropriated philosophical concepts problematized in the classroom, turning them into subversions. The research started from the following problem: What action strategies can be proposed as conditions for the development of philosophical experiences in high school? Aiming to answer this question, the theoretical framework chosen focusing on the teaching of philosophy was concentrated on the Brazilian philosopher Renata Pereira de Lima Aspis, more specifically in her studies on education and resistance. To justify the concept of protagonism used in the research, we selected as reference the studies of Antonio Carlos Gomes da Costa, propagator and expert of the concept of protagonism in Brazil. The hypothesis we seek to confirm is that to develop new ways of thinking it is necessary to create spaces (physical and temporal) of protagonism, which promote philosophical experiences from the concerns of the student body and not only from the contents proposed by teacher) . As objectives of this investigation we seek to identify which teaching strategies the philosophy teacher can provide students, as they become protagonists of their own education, describing the process developed by them from the analysis and appropriation. of philosophical concepts, mapping elements that can contribute to improvements in the teaching of philosophy in high school. This is an action research with qualitative approach and technical procedures of content analysis, with a universe of research composed of 60 students. The predicted and verified results explain the students' relevance of the research, from the sub-versions evidenced in their speeches, artistic manifestations and texts, confirming the initial hypothesis. We highlight the relevance of this study by providing opportunities for philosophical experiences to the student body and reflections to the faculty about their practices as a teacher and philosopher.