O mito grego como recurso pedagógico para aprender filosofia: um estudo de caso a partir da Escola Cidadã Integral Maria de Lourdes Araújo em Santa Rita-PB

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.