O papel da filosofia na resistência pedagógica: uma análise crítica da educação escolar na sociedade pós-moderna

Abstract

Philosophy, in this research, is not summoned as a mere technique, discipline, or tool, but as an ethical and unsettling presence inscribed in the educational experience as resistance. In times of symbolic depletion of the school, fragmentation of knowledge, and commodification of education, to philosophize is to sustain the possibility of the new; it is to open fissures in the automatism that reduces teaching to performance and learning to utility. This dissertation assumes philosophy as a foundational dimension of a pedagogical practice that refuses to align with logics of obedience and adaptation. From a qualitative, theoretical-critical perspective, the study develops a bibliographical and interpretative analysis grounded in classical and contemporary authors from critical philosophy of education. The aim is to interrogate the educational crisis in postmodern society and investigate how philosophy may represent resistance in this context. The work engages in dialogue with thinkers such as Paulo Freire, Hannah Arendt, Henry Giroux, Edgar Morin, Boaventura de Sousa Santos, Walter Kohan, Silvio Gallo, among others. It is structured around four thematic axes: (i) the school crisis in postmodern times; (ii) the critical and formative role of philosophy in education; (iii) pedagogical resistance as transformative praxis; and (iv) epistemic and aesthetic disobedience as an ethical-political principle. Based on this framework, the research proposes concrete educational experiences — including dialogical circles, interdisciplinary methodologies, active listening, and the inclusion of marginalized knowledge — as ways to re-enchant the school space. It concludes that philosophy must permeate school life not as content only, but as an act of listening, questioning, and ethical engagement. To resist, within the school, is also to philosophize. Thus understood, philosophy emerges as an ethical and political horizon of the educational act — and perhaps, as its last hope.