Um recorte analítico a respeito da metodologia de oficina pedagógica aplicada nas aulas de filosofia do ensino médio, no Instituto Educacional Amapá/Pará-IEAP

Abstract

The present article approaches the methodology of pedagogical workshops of philosophy, as a didactic - pedagogical resource in the classroom, in the middle school, based on a practical experience at the Amapá / Pará Educational Institute - IEAP, an in loco research result. As a theoretical reference, we spoke with Freire, Cortella, Brazil, Gallo, Cartolano, Candau and others. The main objective of this work was to analyze the methodology of pedagogical workshops as an opportune resource, which enables the narrowing of the articulation between theory and practice. This articulation constitutes a challenge for the philosophy discipline in what concerns the dimension of the teaching-learning process. One of the ways to face this challenge is to build strategies that increasingly integrate the relationship between theoretical aspects and practical applicability. The pedagogical workshops have such characteristics, and have been adopted in the teaching-learning process in high school, thus becoming an exceptional tool for knowledge construction. Being a methodological tool becomes an interesting didactic tool, for helping students to understand and appreciate the contents of the subject in class. It was concluded that the use of pedagogical workshops of philosophy awakens in the high school student the interest in this discipline, making them aware of its importance for its formation. It was chosen as methodology for the development of the research, both bibliographical revisions and a qualitative approach. To this end, interviews were conducted with previously developed questionnaires in order to substantiate the article with the students 'and teachers' opinions on the subject in question. The results were tabulated and presented in the form of graphs, which confirmed the importance of pedagogical workshops as a tool in the teaching of philosophy classes.