O filosofar como ação no ensino médio/técnico da ECIT: uma proposta baseada na teoria arendtiana da ação

Abstract

In the present work, the argumentation of Philosophy as an act of philosophizing and its directing to the Teaching of Philosophy was defended by the thinker Hannah Arendt, according to her and the reference of Action in the book The Human Condition (1958). Likewise, this Master dissertation has explored the author’s criticism about the concept of Labor and has also investigated her analysis about the concept of Work and her perception of education, in order to justify the Didactic Pedagogical Proposal which has been applied to the students of Professional High School from the Teacher Maria do Carmo de Miranda, Integral State Citizenship Technical School, a school in the state the Paraiba (Brazil). The main objective of dissertation was to reflect and contribute to the Teaching of Philosophy as from the Arendt’s theory of Action, at the same time, the specific objectives, were deeply investigated the main philosophical concepts of the author from The Human Condition, especially the Action, the Work, and the Labor. The action of the teacher of Philosophy was also reflected looking for some contribution that could suggests philosophical teaching in a full-time school in the state public system. A didactic-pedagogical proposal has been planned and executed in some sequential steps in the classroom, where have been applied those studied Arendtian concepts. The heyday has taken place in the presential classes with workshop and exhibition which was created and presented by the students. The investigation has looked into the concepts of vita activa, contemplative vita and contemplation, the Action and its characteristics, The Work and The Labor, always seeking for showing the main perceptions about the Action also as a criterion for political activity among men. A reflection about education was made based on the author's essay called The Crisis in Education (1957) in order to answer how Hannah Arendt's Philosophy of Action can help to think about Philosophy Teaching. It was a moment where it was presented how schools work full time in the State of Paraíba and what place Philosophy Teaching occupies in these scholar institutions. Finally, a Didactic-Pedagogical Proposal it was divided into three parts was applied: Reflective, Creative and Expositive parts, as, an experience in a Technical Citizen School in João Pessoa.