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A Relevância da Metáfora no Ensino de Filosofia no Secundário Esboço de um Projeto Didático
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Resumo(s)
No âmbito do Mestrado em Ensino de Filosofia no Ensino Secundário, da Faculdade de Ciências Sociais e Humanas (FCSH) da Universidade NOVA de Lisboa, apresento o relatório final da Prática de Ensino Supervisionada (PES), no qual relatarei os aspetos mais significativos do trabalho desenvolvido na qualidade de professora estagiária, ao longo do ano letivo 24/25, na Escola Luís de Freitas Branco (ESLFB). Partindo de uma visão holística da filosofia, do ensino, da aprendizagem e da experiência letiva, procuro trazer-a-lume a relevância da metáfora no ensino de filosofia. Partindo da significação de raiz metafórica do que é educação, passando pela teoria da metáfora, focar-me-ei, em particular, na aproximação experimental que adotei na prática de ensino, centrada no recurso à metáfora como didática. Assim, o coração deste texto pertence à partilha dos projetos que criei para as 3 turmas em que lecionei. As experiências desenvolvidas são um esboço de possibilidades didáticas à volta da metáfora. Opto por uma estrutura de nove capítulos-mosaico, que singularmente têm um sentido próprio e tomados em conjunto são uma imagem global da minha prática de ensino. A metáfora é o dispositivo tensional que enquadra os temas tratados neste relatório: educação, ensino, aprendizagem, ser professor, os alunos e a escola.
Within the scope of my Master’s Degree in the Teaching of Philosophy in Secondary Education at the Faculty of Social Sciences and Humanities of NOVA University Lisbon, I hereby present the final report of the Supervised Teaching Practice, in which I describe the most significant aspects of the work carried out as a trainee teacher throughout the 2024/2025 school year at Luís de Freitas Branco High School. Starting from a holistic view of philosophy, teaching, learning, and the teaching experience, my aim here is to shed light on the relevance of metaphor in philosophy teaching. Beginning with the metaphorical roots of the concept of education and moving through metaphor theory, I will mainly focus on the experimental approach I adopted in my teaching practice, centered on the use of metaphor as didactics. Thus, at the core of this work are the projects created for the three classes I taught. The experiences developed represent an outline of didactic possibilities surrounding metaphor. I have chosen a structure of nine mosaic-like chapters which, taken individually, possess their own meaning, and, taken together, form a comprehensive image of my teaching practice. Metaphor serves as the tensional device that frames the main themes addressed in this report: education, teaching, learning, being a teacher, students, and the school.
Within the scope of my Master’s Degree in the Teaching of Philosophy in Secondary Education at the Faculty of Social Sciences and Humanities of NOVA University Lisbon, I hereby present the final report of the Supervised Teaching Practice, in which I describe the most significant aspects of the work carried out as a trainee teacher throughout the 2024/2025 school year at Luís de Freitas Branco High School. Starting from a holistic view of philosophy, teaching, learning, and the teaching experience, my aim here is to shed light on the relevance of metaphor in philosophy teaching. Beginning with the metaphorical roots of the concept of education and moving through metaphor theory, I will mainly focus on the experimental approach I adopted in my teaching practice, centered on the use of metaphor as didactics. Thus, at the core of this work are the projects created for the three classes I taught. The experiences developed represent an outline of didactic possibilities surrounding metaphor. I have chosen a structure of nine mosaic-like chapters which, taken individually, possess their own meaning, and, taken together, form a comprehensive image of my teaching practice. Metaphor serves as the tensional device that frames the main themes addressed in this report: education, teaching, learning, being a teacher, students, and the school.
Descrição
Palavras-chave
Metáfora Experiência Filosofia Ensino Aprendizagem Metaphor Experience Philosophy Teaching Learning