O ensino da disciplina de filosofia no ensino médio analisado através de relatos de experiências de alunos em uma escola pública de Maceió/AL

Abstract

This dissertation sets out the philosophical as one that should be inherent in the high school student. This thinking goes through developments by criticality, of citizenship, of emancipation and of intellectual autonomy of the subject of education-teacher and student. Elucidated as nerve point of this dissertation that is possible to make high school students to be creators of concepts. The creation of concepts (DELEUZE 1992; 2003; 2011) is a tool in which the philosopher is used to effectively be a philosopher. This conceptual creation experience is possible in high school students, but it must be fostered through teacher's view that thanks to questioning in its various stages (GALLO 2000; 2008; 2013 2014 2012) the students can create philosophical epistemologies. The prospect that can't teach philosophy, but to philosophize, i. Kant (1992), it becomes necessary for the execution of the knowing/doing philosophical. The construction of the necessary and unsettling philosophy had on a particular Brazil. Colonial period to the Federal thinking this discipline won various outlines features specific to each historical era. With the requirement of the same school curricula could verify that the future the importance of this subject in Brazil is slowly becoming real. From the official documents of the MEC, giving main focus the LDB 9394/96, the trajectory of philosophy won autonomy and space in public schools in Brazil. Researched,through participant observation, a State School of the State of Alagoas in order to verify as the philosophy in this educational area searched. Well as to understand how the dialectic interaction between teacher and pupil, pupil and school established in pedagogical construct.One of the assumptions (stresses) is the proposal that a high school student can be or become a philosopher, and it will be with the question, inquire, fuss, with the apex the criticism/crisis. The philosophy promotes the non-complying with the established social structures, coming to reinstate the students under their rational singularity, where the place of this singularity is the theoretical joint and the link between the questioning through the ensinabilidade of philosophy in high school as cognitive and pedagogical tool. The philosophy being towards Greek, one that promotes the unveiling, comes to promote passage of a world Cosmology (mythical) to a world of anthropological status. And within the joint education of master and apprentice lived inside the classroom often become, putting a possible pedagogical orthodoxy in variations that roam to a teaching philosophy focused on students ' intellectual maturity as a teaching professor, promotion or as the main intention of this in foster in his students a relevant dialogue, namely philosophical dialogue.