Educação filosófica no ensino médio: A construção do pensamento conceitual no ensino de filosofia no ensino médio.

Abstract

This dissertation explores the role of Philosophy Education in high schools and the process by which students develop conceptual thinking. Philosophy is a form of thought that generates concepts, distinguishing it from other cognitive processes, such as those found in Science and Art. In this philosophical investigation, the central question addressed is: How can conceptual thinking be cultivated in High School students? The research is grounded in the hypothesis that teaching Philosophy can guide High School students toward experiencing conceptual thinking. In doing so, students can autonomously problematize, investigate, reinterpret, and potentially create concepts as rational means of organizing reality.The theoretical framework underlying this study is rooted in the philosophical conceptions of Gilles Deleuze and Félix Guattari, particularly as presented in their work What is Philosophy?, along with Deleuze's other significant works, including Difference and Repetition, A Thousand Plateaus, Proust and Signs, and Logic of Sense. By applying the concepts of Deleuzian philosophy to the educational domain, this dissertation draws on Sílvio Gallo’s analyses in Deleuze and Education and Methodology of Teaching Philosophy, as well as other scholars who examine Philosophy teaching in high schools. Through bibliographic research, a philosophical-pedagogical intervention proposal was developed, informed by the four didactic stages outlined by Gallo in Methodology of Teaching Philosophy, with the addition of a fifth stage for the presentation of conceptual recreation by second-year high school students at the conclusion of the application of the Didactic Sequence in Philosophy classes. In this manner, the objective was to create a conducive space-time in which, through the didactic actions undertaken by the teacher researcher, students could engage in autonomous, critical, problematizing, and creative thinking during Philosophy classes.