Filosofia e vida no ensino médio: forma(ação) no tecer/viver o mundo

Abstract

Considering Philosophy as a historical and social knowledge, we consider teaching Philosophy as a contribution to a way of living. Our talk rests on the possibility of a Philosophy in High School as a philosophy of life, as a subversive presence in the formation of the student at the elementary school. We deal with a subject who can philosophize life, as a configuration of a formation and transformation of his way of living. We start from an assumption in which asking-questioning-problematizing becomes intrinsic to the process of understanding oneself and the world. The problematization of being-being in the world, configuring itself in the questioning of things, becomes an important instrument for subjective formation. In this sense, the subject's bending over himself is not based on having answers, but on the reiteration of the practice of the questioning. The disquiet with the way one lives one's own life, may/should break with the continuity of an indolent life. It is worth mentioning that this look at the way of living, assimilates here the subjects still inserted in the process of schooling and development of autonomy, in their being-being at school. The initial design of the thesis involves thinking about institutionalized education, it indicates a criticism that we make of the prototypes of a teaching and a philosophy, attached to standardizing stigmas and concerning skills and competences. Questioning about life has lost space in a technicist education and in a paradigmatic living. The guidelines of a methodical education impose the unbridled need for ready answers, while the questions of life beg the subject to know himself. This work argues that the teaching of Philosophy in high school can be concerned with the constitution of social subjects and their subjective life in everyday life. It is recommended to think, since early, about asking the questions of life, about elaborating questions pertinent to our being-being in the world. In such a horizon, how can we recognize Philosophy as a life project in high school of basic education? Our question is based on a hermeneutic epistemology, and its materialization takes place in the study inside the classroom, through the discursivities present in structured questionnaires with closed and open questions. The study led us to the perception of a filling of divergent subjectivities, which are suffocated by similar social destitutions. The thesis is primarily based on the thinking of the French philosopher Michel Foucault (2008a; 2010a; 2011) and uses interlocutors who corroborate the conception of philosophy as a key to understanding the world of life and as an existential attitude of living. Based on the data collected, we confronted the life of high school students at a public school in the hinterland of Alagoas. Our goal is to be able to encourage in each student a perception of themselves as a configuration for a way of being-being capable of resisting and contradicting the whole process of standardization and regulation of a way of thinking, saying and living in the world.