A Filosofia no ensino integrado: a percepção dos professores sobre o ensino de Filosofia e as possibilidades de emancipação

• Ano de defesa: 2023
• Autor(a) principal: Jerônimo, Maria Keila
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Ensino de Filosofia; Ensino integrado; Prática educativa; Emancipação; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/54526

This academic work has as its object of research the teaching of Philosophy in technical education integrated. As part of this study, it was limited to analyzing the legislation that guides Philosophy as a curricular component in the period 2004-2020 and verifying the perception of Philosophy professors at that institution about the educational practice in teaching this discipline. To do so, it starts with the following question: what are the implications of the new National Common Curricular Base - BNCC for the teaching of Philosophy in integrated teaching, and what are the challenges of the educational practice of Philosophy teachers for training of critical, reflective and emancipated subjects? This problematization consequently motivated the general objective: to investigate the teaching of Philosophy in technical education integrated into the medium at the IFPI, from a legal perspective in the period 2004-2020, and the educational practice of Philosophy teachers in the face of the context and challenges of instrumental rationality with a view to an education for emancipation. This work is constituted as a critical-reflective diagnosis that seeks to verify that the teaching-learning processes in integrated teaching occur autonomously, critically and reflectively; in the same way that it also seeks to verify actions and attitudes that prevent the conditions of criticality and autonomy, elements which diverge towards the direction of the development of socially emancipated subjects. Methodologically, a qualitative approach was chosen, and Critical Theory was used as an epistemological foundation. Therefore, a bibliographical study, documentary research and empirical investigation were carried out. The work was supported by the following theoretical support: Adorno & Horkheimer (1985); Saviani (2007); Ciavatta (2019); Frigotto (2005); Kuenzer (1989); Cunha (2005); Branches (2005); Bardin (2016); Magalhães (2004); Cartolano (1985); Freire (1996); Cerletti (2009), among other authors. The empirical research took place with six Philosophy teachers from integrated technical education. Narrative interviews and training memorials, such as writing about oneself, were used to produce the data analyzed through content analysis. As a result, it was found that the teaching of Philosophy walks in tortuous and uncertain paths, since its presence in the curriculum is not constant in Brazil and that, with the new National Common Curricular Base, there was a decrease in the workload of this discipline in integrated courses. Furthermore, it was found that teachers reported that they are challenged in their teaching every day, due, to a large extent, to the particularities of integrated teaching and the intrinsic duality between technical and propaedeutic disciplines. They also reported that the exercise of philosophizing, in its most substantial form of authentic thinking, is one of the tasks of teaching Philosophy, and how this teaching contributes to forging a human formation, of critical awareness for the full exercise of citizenship in a society democracy and for the formation of emancipated subjects. With this study we confirm the following thesis: the practices of teachers, subjects of this research, promote critical reason that collides with instrumental reason and, even though they are in adverse situations, they practice Philosophy teaching in a critical and reflective way, at the same time that they prioritize in the autonomous and critical training of students.