Discussões e apropriações filosóficas e metodológicas do conceito de transposição didática para o ensino de filosofia no ensino médio.

Abstract

This dissertation has discussed and appropriated the concept of Didactic Transposition from the French thinker Yves Chevallard in his work La transposición didáctica: del Saber Sabio al Saber Enseñado (2005), in which it sought to understand this concept within the scope of the Philosophy curricular component in high school classes, indicating its epistemological and didactic contributions in the teaching of Philosophy. From this, we elaborated a pedagogical intervention proposal. Our discussion started from the analysis of the concept of Didactic Transposition, through which we sought to establish the existing relations with the ideas of some authors who currently discuss the teaching of Philosophy, specifically from the philosophical contributions of the philosopher Alejandro Cerletti in his work The Teaching of Philosophy as a Philosophical Problem (2009), seeking to understand Didactic Transposition in the teaching of Philosophy as a teaching process that allows the construction of knowledge and philosophical practices associated with the task of teaching and learning Philosophy. Likewise, we dedicated ourselves to the elaboration of a didactic intervention through the use of Didactic Sequences as a proposal for a philosophical and methodologically creative activity in which the pedagogical subjects (teachers and students) are contemplated in Philosophy classes at the three high school grades. Thus, we intended to denaturalize the concept of teaching Philosophy based on the reproduction or assimilation of knowledge. We also indicated how the understandable elements from both authors9 reflections can be applied in the theoretical and practical developments of teaching Philosophy in high school, in view of a <rural philosophical education= to prioritize the philosophical attitude in the classroom. We think that Didactic Transposition in Philosophy teaching can enable the process of teaching and philosophical learning of pedagogical subjects involved in and with the Philosophy class, so as to contribute to the strengthening and improvement of this discipline in high school.