A dúvida cartesiana como contribuição para o ensino de filosofia

Abstract

The present article focuses on the relation between student and teacher in Philosophy teaching, in order to realize that the receiving student and the traditional teacher do not collaborate for a change in the teaching of Philosophy. Based on this assumption, it is proposed that the use of cartesian doubr, mediated by the motivating teacher, may serve as a methodology for teaching, so as to be able to help its students to position themselves critically in relation to the contentes received, in order to learn in the best way. With this, the metodology used will be the bibliographical-documentary, in order to have a better analysis of the use of the doubt, as the same would act as a method for the student to filter on the information that receives, analyzing them critically, the in order to be able to participate actively in the classes, becoming na instigating pupil who has an argumentative and instigation vision that goes beyond the classroom.