Agir comunicativo como proposta metodológica ao ensino de Filosofia

• Ano de defesa: 2021
• Autor(a) principal: ALMEIDA, Pedro André Pires de
• Orientador(a): SERRA, Maria Olília
• Banca de defesa: SERRA, Maria Olília , PASSOS, Helder Machado , DANTAS, Jose Carlos de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - MESTRADO PROFISSIONAL EM FILOSOFIA/CCH
• Departamento: DEPARTAMENTO DE FILOSOFIA/CCH
• País: Brasil
• Palavras-chave em Português: Ação comunicativa; Proposta Metodológica; Ensino de Filosofia; Educação
• Palavras-chave em Inglês: Communicative action; Methodological Proposal; Teaching of Philosophy; Education
• Área do conhecimento CNPq: Epistemologia
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/4436

This work is presented with the objective of thinking the communicative action asa methodological proposal for the teaching of philosophy, with a view to bringinga contribution of the Habermasian theory to the teaching. We think that from the perspective of communicative action, we have the possibility of questioning the knowledge relevant to teaching practice, aiming at the organization and promotion of educational practices in the school environment, but especially in the classroom, where we can use a didactic aimed at the participation of students in democratic way, through their speech acts. Based on Habermas' theory, we know then that knowledge will never be defined as something ready and finished,but will reveal itself through intersubjective relationships that, in turn, are supported by argumentative discourse, communication, language and in the understanding. We work specifically trying to show an approximation between the theory of communicative action and education, but above all an approximation with the teaching of philosophy, in which it can contribute as a teaching methodology and its practical results in the classroom. Due to the fact that Habermas is not a strictly educational theorist, we brought to work the contribution of Freirean pedagogy as a primary element about dialogue and a closer consideration of the realities of students, considering that Paulo Freire was a pedagogue who started from the realities of the students themselves and had dialogue as a fundamental role to work with a teaching based on the students' personal experiences in the classroom. The research is based on the hypothesis that communication is essential as a means of teaching/learning in the classroom, which generates in students a notion of participation and argumentation on the theme worked with the teacher. The training of participatory young people is essential for societies with advanced democracy. The researchsubjects are the 2nd year students, morning class 200 at the José França de Sousa High School, in the municipality of Raposa-MA.