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Identidade narrativa e sabedoria prática na sala de aula: as contribuições de Ricoeur para alcançar a vida boa
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O presente relatório descreve e analisa a Prática de Ensino Supervisionada realizada no âmbito do Mestrado em Ensino de Filosofia no Ensino Secundário, desenvolvida ao longo do ano letivo de 2024/2025 na Escola Secundária Professor Santana Castilho. A primeira parte apresenta a caracterização da escola cooperante, do núcleo de estágio e das turmas envolvidas, bem como a reflexão sobre a planificação, a lecionação e os processos de avaliação adotados. São analisados os módulos de Filosofia da Arte, Lógica Proposicional, Ética e Filosofia do Conhecimento, evidenciando-se estratégias pedagógicas, dificuldades encontradas, ajustamentos realizados e aprendizagens profissionais decorrentes da prática docente. Integram-se ainda atividades extracurriculares — como as Aulas da Democracia, a visita de estudo ao Jardim Zoológico e o debate filosófico — que contribuíram para o desenvolvimento das competências dos alunos e para a consolidação da experiência de ensino.
A segunda parte do relatório desenvolve uma reflexão teórica em torno dos conceitos de identidade narrativa e sabedoria prática, inspirados na obra de Paul Ricoeur, propondo a sua relevância para o ensino da Filosofia no ensino secundário. Defende-se que a aprendizagem filosófica se torna mais significativa quando permite aos alunos reconfigurar narrativamente a sua experiência e orientar o seu juízo através da deliberação prudente. Conclui-se que a articulação entre prática pedagógica e reflexão teórica promove autonomia, criticidade e responsabilidade, contribuindo para uma formação filosófica mais profunda e integral.
This report describes and analyses the Supervised Teaching Practice undertaken as part of the Master’s Degree in Philosophy Teaching in Secondary Education, carried out during the 2024/2025 academic year at Escola Secundária Professor Santana Castilho. The first part offers a characterisation of the host school, the internship team, and the classes involved, along with a reflection on the planning, teaching practices, and assessment procedures adopted. The Philosophy modules on Aesthetics, Propositional Logic, Ethics, and Epistemology are examined, highlighting pedagogical strategies, challenges encountered, adjustments implemented, and the professional learning that emerged from classroom practice. This section also integrates extracurricular activities — such as the Democracy Lessons, the trip to the Zoological Garden, and a philosophical debate — which contributed to the development of students’ competencies and to the consolidation of teaching experience. The second part develops a theoretical reflection on the concepts of narrative identity and practical wisdom, inspired by the work of Paul Ricoeur, arguing for their relevance to the teaching of Philosophy in secondary education. It maintains that philosophical learning becomes more meaningful when it enables students to narratively reconfigure their experience and to guide their judgement through prudent deliberation. The report concludes that the articulation between pedagogical practice and theoretical reflection promotes autonomy, critical thinking, and responsibility, contributing to a deeper and more comprehensive philosophical education.
This report describes and analyses the Supervised Teaching Practice undertaken as part of the Master’s Degree in Philosophy Teaching in Secondary Education, carried out during the 2024/2025 academic year at Escola Secundária Professor Santana Castilho. The first part offers a characterisation of the host school, the internship team, and the classes involved, along with a reflection on the planning, teaching practices, and assessment procedures adopted. The Philosophy modules on Aesthetics, Propositional Logic, Ethics, and Epistemology are examined, highlighting pedagogical strategies, challenges encountered, adjustments implemented, and the professional learning that emerged from classroom practice. This section also integrates extracurricular activities — such as the Democracy Lessons, the trip to the Zoological Garden, and a philosophical debate — which contributed to the development of students’ competencies and to the consolidation of teaching experience. The second part develops a theoretical reflection on the concepts of narrative identity and practical wisdom, inspired by the work of Paul Ricoeur, arguing for their relevance to the teaching of Philosophy in secondary education. It maintains that philosophical learning becomes more meaningful when it enables students to narratively reconfigure their experience and to guide their judgement through prudent deliberation. The report concludes that the articulation between pedagogical practice and theoretical reflection promotes autonomy, critical thinking, and responsibility, contributing to a deeper and more comprehensive philosophical education.
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Identidade narrativa Sabedoria prática Ensino da Filosofia Prática de Ensino Supervisionada Paul Ricoeur Ensino secundário Narrative identity Practical wisdom Philosophy teaching Supervised Teaching Practice Secondary education