O ensino de filosofia no contexto do Programa Alagoano de Ensino Integral: espaços, experiências e contradições

Abstract

The present study aims to investigate if the Programa Alagoano de Ensino Integral had potentialized the teaching of philosophy as an experience of philosophizing, contributing to the integral formation of the subjects at the public high school classes. At this matter we start from the following problems: did the increase of workload at the range of the Programa Alagoano de Ensino Integral consolidated a resignification of the teaching practice contributing to the student formation, or did that increase meant a mere extension in time at school maintaining a counterfeit practice of enciclopedic teaching? As a theoric contribution about the philosophy teaching we utilised Cerletti (2008); Gallo (2012; 2014); Campaner (2012); Rodrigo (2009); about the full-time school/education Moll (2012), Cavaliere (2009, 2012); Mauricio (2009) and, for the full-time education, Arroyo (2013); Freire (1996; 1999), Paro (2009), among others. The participants of the research are the philosophy teachers of two schools from the state public system that offers full-time education and a group of students from the last year of high school. These schools are circumscribed at the 6th Gerência Regional de Ensino. The research will be of qualitative nature, constructing itself in a case study, using techniques of survey data collection: questionnaire, direct observation, documental study, focus group and interviews. The content analysis method will be adopted as a tool of organization, categorization and data analysis.