OLIVEIRA, J. A. S.; http://lattes.cnpq.br/7695559373181850; OLIVEIRA, José Aércio dos Santos Oliveira
Abstract:
Myth is defined as a symbolic narrative that trys to explain reality and transmit moral, cultural
and religious teachings. In this context, this research aims to analyze the possibility of Greek
mythology becoming a pedagogical resource for the learning of philosophy at ECI Maria de
Lourdes Araújo, in the district of Tibiri 2, in Santa Rita 3 PB. To support our research, the
analysis begins with a discussion on the nature of myths, questioning whether they are truths
or falsehoods. Auguste Comte's positivist critique is approached, since he considers myths to
be a primitive forms of thinking that belong to an early stage of human development, in
contrast to Mircea Eliade's definition, which sees myths as fundamental truths that reveal the
deep structures of the reality of human existence. We also highlight the contributions of
Claude Lévi-Strauss and Georges Gusdorf to the study and valorization of myths, as the first
one sees myths as structured constructions that reveal universal patterns of thought, while
the second sees them as constructions of collective and individual consciousness, offering a
basis for understanding the world and the place of human beings in it. Our dissertation also
investigates Homer's Olympian myths and Hesiod's origin myths, exploring how these
narratives influenced Greek culture and philosophy. Greek tragedy is another important
focus, with the analysis of the works of the three great tragediographers: Aeschylus,
Sophocles and Euripides. On tragedies by these authors, were explored, existential, moral
and social issues experienced by the Greeks. In addition to these studies, the contribution of
Jean-Pierre Vernant on the myths of ancient Greece is discussed, especially in his work
<Myth and Society in Ancient Greece=, with emphasis on the transition from the mythical
cosmovision to the Greek logos. In this sense, reflecting the influence of myths on
philosophical thinking, when they emerged among the pre-Socratics, whether they were used
or denied by them. The use of myths as a teaching resource promotes critical thinking by
challenging students to reflect, analyze and question. In this way, the research carried out
with first-year high school students was characterized by a qualitative/descriptive approach.
As a procedure, the research was configured as research-action, a type of participative
investigation that involves active collaboration between researchers and participants. The
study included the application of survey questionnaires, initially completed by 20 students
and subsequently by 16. The analysis of the data collected provided valuable results on the
effectiveness of the use of myths in philosophy classes, making it possible to assess their
impact on the teaching-learning process. Finally, after classroom interventions on Greek
mythology and philosophy, the development of an educational product, a philosophical
primer guide, we believe to be a relevant initiative, insofar as it is a propaedeutic material on
the study of myth and philosophy, which can bring numerous educational benefits not only to
students, but also to philosophy teachers and researchers in related areas.
