Pensando a construção do sujeito-leitor emancipatória e crítica

Abstract

This work discusses the problematic issue of the difficulty that Basic Education students face when reading philosophical texts, especially young adult students in the José Miguel Leão State School. We observed that many of them bring to the classroom a perception that reading a text is merely extracting fragments of information that are already ready-made, depending on the explanation given by the teacher or on what is present in the textbook in a clear expression of an encyclopedic school practice. Different from this approach, we show in the course of the research that there is the possibility for young adult students to read the philosophical text in a different, emancipatory, and critical way. To this end, we resort to the ideas of an education for emancipation in Rancière and the care of the self in Foucault. We show, then, based on the philosophers9 ideas, that the recognition of the equality of subjects9 intelligences and the constitution of their subjectivity through a series of practices are prerequisites for them to believe in their capacities of reason. The philosophers9 thought dialogues with Gallo9s ideas about the teaching and learning of philosophy as an invitation to one9s own thinking, within the context of High School, in which students, in an active and meaningful learning, will infer the concepts of the philosophers, understanding them from a comparison with their own realities and, thus, recreating such concepts. All these ideas were essential for the construction of our proposal for reading the philosophical text in EJA, provoking students to adopt an emancipatory and critical way of thinking through the realization of philosophical workshops through which we could put our intervention proposal into practice, providing students with experiences of reading the philosophical text in a way that they could exercise thought.