A pedagogia histórico-crítica como metodologia no ensino de Filosofia

Abstract

The present work discusses the Historical-Critical Pedagogy (PHC), by Dermeval Saviani, as a methodology and intervention proposal for the classroom in Philosophy classes. In its first chapter, a historical construction is made on the obstacles encountered by the discipline of philosophy to assume its space in the curriculum within high school until the arrival of the National Common Curricular Base (BNCC), which again limits the space of philosophy as a discipline. not mandatory in the curriculum. In that same chapter, an approach is made to the difficulties of working with the discipline in this context, where there are few teachers with classroom experience with this discipline and also a minimum of professionals with specific qualification in Philosophy, in addition to bringing the question of Horn: “Teach Philosophy or teach to philosophize?”. In the second chapter, Saviani's pedagogical theory is presented, the PHC as a possible overcoming instrument for some of these difficulties presented in the previous chapter. Criticisms are made about two groups of pedagogies that have positive points, but end up bumping into their limitations in the class struggle presented by the thinker, because they are not critical pedagogies to the capitalist system or because they criticize, but continue to reproduce the problems of the education system. So Saviani presents the PHC as a possible overcoming pedagogy for the methods he considers inefficient for the model of revolutionary education that he wants to achieve to overcome the oppressive capitalist system and seeks a quality education and equity for all, thus being the PHC a model pedagogical given as socialist. In the third and last chapter, the classroom intervention is presented, applying the PHC method for teaching Philosophy in a public school in the city of Taguatinga, in a third-year high school class in the Education for Young People modality. and Adults. This part of the work shows the phases of the PHC being presented and how the students adapt to the development of the methodology, presenting from its beginning where the students bring their knowledge based on common sense to a more synthetic construction of knowledge with an organization that seeks to achieve a philosophical conscience.