MELO, KAREN DOS SANTOS.; http://lattes.cnpq.br/2011621142532985; MELO, Karen dos Santos.
Résumé:
This dissertation is the result of research and studies that seek to answer the
following question: How can the autonomy of the subject be developed in the
practice of teaching philosophy through the pedagogical experience of the board
game? Our initial hypothesis is that the board game can offer elements that help
develop autonomous thinking in high school philosophy students, because as
they play they will debate the content that will be worked on in the game. The
proposed research was based on books and scientific articles, as well as on the
data obtained in the classroom, which were of fundamental importance for the
construction of the results from the interventions carried out. The field of research
took place at the Professora Neir Alves Porto Integral Technical Citizen School,
located in the city of Santo André-PB, with students from the 3rd grade of the
integral technical high school as participants. The board game had the function
of reviewing the content and stimulating critical thinking, promoting the
protagonism of the subject who, with each game, built up their knowledge,
becoming able to give their opinion and reconstruct their concepts. In our
theoretical discussion, we saw Paulo Freire's contributions in the category of
autonomy, since he argues that education should promote autonomy, since
students should be trained to think critically and act with freedom in their personal
and social lives. The project in question here sought to contribute and present
the board game as an educational tool, which can be used by teachers of basic
education and undergraduate philosophy students, using it as a different method
of pedagogical resource.
