Alfabetização filosófica: o ensino de Filosofia no ensino médio a partir do pensamento de Paulo Freire

Abstract

This dissertation is included in the line of research: Philosophy Teaching Practices. The aim of this study referred to here is the analisar Philosophical Literacy: the philosophical teaching in the high school according to Paulo Freire’s thought. Presenting as a fundamental objective of the investigation the Philosophical Literacy as a didactic-methodological alternative to teaching philosophy in high school. The theoretical reference adopted in this research was Paulo Freire’s bibliographic collections based on elements of Youth and Adult literacy method. The methodological procedure used in the investigation is part of the field of Philosophy Teaching and brings to the debate some of Freire's conceptions relevant to Philosophy Teaching, thinking about a foundation that the Freirean method can provide to philosophical praxis, in teaching to philosophize as a condition of politics. The main contribution brought by this study is the affirmation that it is possible to transpose Paulo Freire's didactic-methodological literacy of Youth and Adult to philosophical literacy as an alternative to teaching philosophy in high school. In this way, I understand that the construction of education in communion with philosophical knowledge reinforces the political dimension of teaching to generate as a result autonomy and to think for oneself about existence and culture. Education is permeated by the political dimension, which must be critical, reflective and creative, allowing youth to play a leading role in the process of human formation.