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Diálogo argumentativo como ferramenta no Ensino da Filosofia
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Este relatório de Prática de Ensino Supervisionada, desenvolvido no âmbito do Mestrado em Ensino de Filosofia no Ensino Secundário, analisa a implementação do diálogo argumentativo como ferramenta pedagógica no ensino da Filosofia. Partindo do diagnóstico das fragilidades nacionais em literacia crítica e argumentativa, o estudo propõe uma metodologia centrada na aprendizagem dialógica, sustentada em referenciais socioconstrutivistas e na estrutura argumentativa de Toulmin. A investigação foi conduzida em contexto real de sala de aula e recorreu a atividades dialógicas e à produção de dois ensaios argumentativos para aferir o desenvolvimento das competências críticas e escritas dos alunos. Os resultados demonstram uma melhoria significativa na qualidade argumentativa e na estruturação textual, bem como um aumento da participação e autonomia dos alunos no processo de aprendizagem. Contudo, o estudo também identifica desafios na gestão da imprevisibilidade inerente ao ensino dialógico e na manutenção do equilíbrio entre competição e cooperação entre pares. Conclui-se que a integração de práticas dialógicas argumentativas potencia o pensamento crítico e a literacia filosófica, configurando-se como uma via pedagógica eficaz para o ensino da Filosofia no ensino secundário português.
This Supervised Teaching Practice report, developed within the Master’s Degree in Philosophy Teaching for Secondary Education, examines the implementation of argumentative dialogue as a pedagogical tool in Philosophy education. Starting from the diagnosis of low national levels of critical and argumentative literacy, the study proposes a methodology grounded in dialogical learning, supported by socioconstructivist theory and Toulmin’s model of argumentation. The research was conducted in real classroom settings with 10th- and 11th-grade students, through dialogical activities and the production of two argumentative essays designed to assess students’ critical thinking and writing development. The results indicate a significant improvement in students’ argumentative quality and textual organization, as well as increased engagement and autonomy in their learning processes. Nevertheless, challenges were identified in managing the inherent unpredictability of dialogical teaching and in maintaining a balance between peer competition and cooperation. The study concludes that the integration of dialogicalargumentative practices enhances critical thinking and philosophical literacy, establishing itself as an effective pedagogical approach for Philosophy teaching in Portuguese secondary education.
This Supervised Teaching Practice report, developed within the Master’s Degree in Philosophy Teaching for Secondary Education, examines the implementation of argumentative dialogue as a pedagogical tool in Philosophy education. Starting from the diagnosis of low national levels of critical and argumentative literacy, the study proposes a methodology grounded in dialogical learning, supported by socioconstructivist theory and Toulmin’s model of argumentation. The research was conducted in real classroom settings with 10th- and 11th-grade students, through dialogical activities and the production of two argumentative essays designed to assess students’ critical thinking and writing development. The results indicate a significant improvement in students’ argumentative quality and textual organization, as well as increased engagement and autonomy in their learning processes. Nevertheless, challenges were identified in managing the inherent unpredictability of dialogical teaching and in maintaining a balance between peer competition and cooperation. The study concludes that the integration of dialogicalargumentative practices enhances critical thinking and philosophical literacy, establishing itself as an effective pedagogical approach for Philosophy teaching in Portuguese secondary education.
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Ensino da Filosofia Diálogo argumentativo Pensamento crítico Aprendizagem socioconstrutivista Práticas pedagógicas Philosophy teaching Argumentative dialogue Critical thinking Socioconstructivist learning Pedagogical practices