Proposta de metodologia de leitura de textos filosóficos para o ensino de filosofia no ensino médio

Abstract

The teaching of philosophy in high school aims to promote the development of critical-reflective capacities of students, making them perceive the world in a differentiated way, so that they reflect and take actions that go beyond common sense. However, many students view philosophy as a simple discipline to fill the school curriculum; on the other hand, many students complain about the difficulties they face when reading philosophical texts. This article proposes a methodology for the reading of the philosophical texts for the teaching of philosophy in high school, which allows to arouse in the student the curiosity and the will to know the philosophy. For this purpose, a review of the literature was carried out, in which theoretical authors such as Lakatos (2003), Teixeira (2006), Moraes, Ramos & Galiazzi (2004), were included to discuss methodology. On the dialogue in philosophical texts the studies proposed by Molina (2006), Severino (2009), Macedo Junior (2007) were used based on the dialog in philosophical texts. Thus, this article is organized in two sections, in the first section entitled "Method and methodology", will be exposed the methodology of the research in the classroom, as well as other methods that can be used in teaching the said discipline. In the second section titled "Challenges for the reading of philosophical texts", we will discuss about the conceptualization of philosophical and non-philosophical text, and next will be presented four techniques to facilitate the reading of philosophical texts. From the readings of these authors it was possible to understand that one of the ways to promote an innovative teaching of philosophy would be through multidisciplinarity, that is, combining the work of this discipline with others such as the Portuguese language and history. It can also be concluded that promoting systematic work with philosophical texts in which students in fact understand them to the point of relating them to their social contexts is a great challenge. Mention among the factors that hinder this work the reduced workload of the discipline of philosophy.