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Ensinar Filosofia: O Problema Hodierno
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Resumo(s)
O presente Relatório da Prática de Ensino Supervisionada, desenvolvido no âmbito da
Prática de Ensino Supervisionada (PES), do plano de estudos do Mestrado em Ensino de Filosofia no
Ensino Secundário, dividir-se-á em duas partes.
Numa primeira parte discorrer-se-á sobre o fulcral papel do ensino apropriado de
filosofia, sendo, para tal, explanados como vieram ser os novéis obstáculos do ensino da mesma.
Debutar-se-á pela descrição daquilo que era o modo de ensinar e os conteúdos que se ensinavam,
até se modificarem a partir dos séculos XVIII e XIX. A conjuntura socioeconómica que se vai
manifestando nestes séculos convertem assombrosamente todos os aspectos da vida humana e
social. Como tal, a forma como o conhecimento é percepcionado e como este se é dado a ver, altera
fundamentalmente o modo como se vêem os conteúdos versados em Filosofia, uma vez que,
inclusivamente, a psicologia do Homem contemporâneo se remodela para melhor se adaptar a estas
núperas exigências do mundo hodierno. Serão expostos os factores históricos, culturais, económicosociais, e psicológicos que conduziram, portanto, à decorrente dificuldade de compreensão das
temáticas desta vertebral disciplina.
Em segunda instância, serão reflectidos os momentos da prática pedagógica – lectiva e
não-lectiva – e seu devido enquadramento institucional, organizacional, e social, enquanto professor
estagiário do 10º e 11º anos da Escola Secundária de Casquilhos, sob a particular lente para a qual a
primeira parte deste relatório nos propõe considerar, e, de modo geral, sob algumas temáticas da
Filosofia da Educação. Pese embora, o tema aqui proposto vá bem além de práticas pedagógicas, pois
que nele se procuram razões estruturantes, culturais e económicas, estas práticas devem, todavia,
ter em linha de conta aquilo que precisamente a Filosofia e o ensino de filosofia cuidam defrontar, e
tal só é possível averiguando o zeitgeist em que inserem.
Esta será, pois, a empreitada a que nos propomos.
This Final Report Stage, developed within the scope of Supervised Teaching Practice, of the Master's in Ensino de Filosofia no Ensino Secundário study plan, will be divided into two parts. In the first part, the central role of the appropriate teaching of philosophy will be discussed, and to this end, it will be explained how the new obstacles to its teaching came to be. It will begin by describing what the way of teaching was and the contents that were taught, until they changed from the 18th and 19th centuries onwards. The socioeconomic situation that has emerged in these centuries has hauntingly transformed all aspects of human and social life. As such, the way in which knowledge is perceived and how it is seen fundamentally changes the way in which the contents covered in Philosophy are seen, since, even, the psychology of contemporary Man is being remodeled to better adapt to these numerous demands of today's world. The historical, cultural, economic, social and psychological factors that led, therefore, to the resulting difficulty in understanding the themes of this pivotal discipline will be exposed. Secondly, the moments of pedagogical practice and its due institutional, organizational and social framework will be reflected upon, as a trainee teacher in the 10th and 11th grades at the Escola Secundária de Casquilhos, under the particular lens through which the first part of this report proposes to consider, and, in general, under some themes of Philosophy of Education. Although the theme proposed here goes well beyond pedagogical practices, since it seeks structural, cultural and economic reasons, these practices must, however, take into account what Philosophy and the teaching of philosophy seek to confront, and this is only possible by ascertaining the zeitgeist in which they are inserted. This will therefore be the undertaking we propose.
This Final Report Stage, developed within the scope of Supervised Teaching Practice, of the Master's in Ensino de Filosofia no Ensino Secundário study plan, will be divided into two parts. In the first part, the central role of the appropriate teaching of philosophy will be discussed, and to this end, it will be explained how the new obstacles to its teaching came to be. It will begin by describing what the way of teaching was and the contents that were taught, until they changed from the 18th and 19th centuries onwards. The socioeconomic situation that has emerged in these centuries has hauntingly transformed all aspects of human and social life. As such, the way in which knowledge is perceived and how it is seen fundamentally changes the way in which the contents covered in Philosophy are seen, since, even, the psychology of contemporary Man is being remodeled to better adapt to these numerous demands of today's world. The historical, cultural, economic, social and psychological factors that led, therefore, to the resulting difficulty in understanding the themes of this pivotal discipline will be exposed. Secondly, the moments of pedagogical practice and its due institutional, organizational and social framework will be reflected upon, as a trainee teacher in the 10th and 11th grades at the Escola Secundária de Casquilhos, under the particular lens through which the first part of this report proposes to consider, and, in general, under some themes of Philosophy of Education. Although the theme proposed here goes well beyond pedagogical practices, since it seeks structural, cultural and economic reasons, these practices must, however, take into account what Philosophy and the teaching of philosophy seek to confront, and this is only possible by ascertaining the zeitgeist in which they are inserted. This will therefore be the undertaking we propose.
Descrição
Palavras-chave
Educação Filosofia Totalidade Particular Conceptual Concreto Education Philosophy Totality Particular Conceptual Concrete Relatório de estágio