A metodologia de aprendizagem rotação por estações no ensino de filosofia

Abstract

A suggested Philosophy class based on the Station Rotation model is presented in this article. Basically theoretical, some authors are highlighted who deal with education, teaching, Philosophy and technology. Among these theorists are Bacich (2019), Cerletti (2003), Cotrim (2016), Gallo (2005), Freire (1980), Rodrigo (2009) among others, and; on the other hand, there is the practical experience of an effective professional from the State of Alagoas as a Philosophy teacher. However, it is extremely important to emphasize that the chords of this writing refer to a study of an essentially bibliographic character. The general guiding objective of this research is based on the following question: how can the hybrid methodology of Rotation by Seasons contribute to a better learning of Philosophy in High School? The specific objectives correspond to the appreciation of the teaching of Philosophy and the development of concepts about hybrid teaching, especially of the Rotation by Seasons model. It was found that this model can make learning more attractive to students. By providing more dynamic, interactive and collaborative classes using ICT. It is understandable that the teaching of Philosophy can have a positive impact with this proposal. The feasibility of execution must, first of all, be well planned by the teacher. Two objectives that are in the same point are highlighted: to make Philosophy classes more appetizing and to insert the technological world in the students' learning. The Rotation by Seasons model, concludes, which presents great potential for innovation in the classroom.