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Da filosofia espontânea à sistematicidade do pensar filosófico: uma reflexão marxista sobre a prática educativa
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Este relatório surge como resultado da minha Prática de Ensino Supervisionada, desenvolvida na Escola Secundária da Ramada, no ensino da Filosofia no Ensino Secundário. Nele, defendo que a escolaridade obrigatória e que o ensino da filosofia contribuem para sistematizar o pensar dos alunos. Defendo esta posição por meio da análise da relação dialética estabelecida entre os conhecimentos prévios do aluno e a conceção de mundo transmitida no espaço escolar (embasada nas Aprendizagens Essenciais e num conjunto de valores, princípios e competências presentes no Perfil dos Alunos à Saída da Escolaridade Obrigatória). Defendo, igualmente, que a escola impacta positivamente a vida intelectual dos alunos de duas maneiras complementares. Por um lado, luta contra o senso comum difundido pela cultura – nessa senda, torna a filosofia do aluno mais coerente, mais lógica, mais sistemática –, por outro lado, mune os alunos de ferramentas críticas indispensáveis para uma educação ao longo da vida. O presente relatório divide-se em três partes e assume a estrutura de uma espiral. Num primeiro momento, exponho a minha prática letiva tal como a mesma decorreu na escola cooperante. Num segundo momento, reposiciono o pensar, retomo o momento prático da lecionação e enriqueço-o segundo o ponto de vista das três modelos pedagógicos empregues na lecionação (a aprendizagem baseada em problemas, a aprendizagem por receção verbal significativa e a aprendizagem por descoberta guiada). Num terceiro momento torno a reposicionar o pensar, desta vez sobre a plataforma do materialismo dialético e, tendo por base a filosofia de Antonio Gramsci, pondero a dimensão prática e pedagógica da minha Prática de Ensino Supervisionada. Por motivos de completude, ao longo do presente relatório uso, copiosamente, passos da obra de José Barata-Moura a fim de esclarecer os supostos materialistas e dialéticos que subjazem à minha leitura marxista da prática letiva desenvolvida na escola cooperante.
This report appears as a result of my Supervised Teaching Practice, undertook in Escola Secundária da Ramada, in the teaching of Philosophy in High School. In it, I argue that compulsory schooling and the teaching of philosophy contribute to systematize the thought of students. I argue in favor of this position by analyzing the dialectical relationship established in between student’s previous knowledge and the conception of world passed on the school space (based on the Essential Learnings and on a set of values, principles and competences present in the Profile of Students at the End of Compulsory Schooling). Moreover, I argue that school positively impacts the intellectual life of students in two complementary ways. On the one hand, it fights against the common sense disseminated by culture – on that path, it makes the student’s philosophy more coherent, more logical, more systematic –, on the other hand, it provides students with indispensable critical tools to carry on a lifelong education. The present report is divided into three parts and assumes a spiral structure. Firstly, I expose my teaching practice just as it took place in the cooperant school. Secondly, I reposition the thought, retake the practical moment of teaching and enrich it by assuming the point of view of three pedagogical models used in my teaching (Problem-Based learning, meaningful verbal reception learning and guided discovery learning). Thirdly, I reposition the thought again, this time over the dialectical materialism platform, and, based on Antonio Gramsci’s philosophy, I ponder the practical and pedagogical dimensions of my Supervised Teaching Practice. On the grounds of completeness, during the present report I use, copiously, parts of José Barata-Moura’s work in order to clarify the material and dialectical posits that underlie my Marxist approach to the teaching practice undertook in the cooperant school.
This report appears as a result of my Supervised Teaching Practice, undertook in Escola Secundária da Ramada, in the teaching of Philosophy in High School. In it, I argue that compulsory schooling and the teaching of philosophy contribute to systematize the thought of students. I argue in favor of this position by analyzing the dialectical relationship established in between student’s previous knowledge and the conception of world passed on the school space (based on the Essential Learnings and on a set of values, principles and competences present in the Profile of Students at the End of Compulsory Schooling). Moreover, I argue that school positively impacts the intellectual life of students in two complementary ways. On the one hand, it fights against the common sense disseminated by culture – on that path, it makes the student’s philosophy more coherent, more logical, more systematic –, on the other hand, it provides students with indispensable critical tools to carry on a lifelong education. The present report is divided into three parts and assumes a spiral structure. Firstly, I expose my teaching practice just as it took place in the cooperant school. Secondly, I reposition the thought, retake the practical moment of teaching and enrich it by assuming the point of view of three pedagogical models used in my teaching (Problem-Based learning, meaningful verbal reception learning and guided discovery learning). Thirdly, I reposition the thought again, this time over the dialectical materialism platform, and, based on Antonio Gramsci’s philosophy, I ponder the practical and pedagogical dimensions of my Supervised Teaching Practice. On the grounds of completeness, during the present report I use, copiously, parts of José Barata-Moura’s work in order to clarify the material and dialectical posits that underlie my Marxist approach to the teaching practice undertook in the cooperant school.
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Prática educativa Filosofia Pensamento filosófico Marxismo Materialismo Dialética Antonio Gramsci José Barata Moura David Ausubel Filosofar Conceção de mundo Educação Ensino Aprendizagem Aprendizagem por descoberta guiada Aprendizagem por receção verbal significativa Aprendizagem baseada em problemas Marxism Materialism Dialectics Philosophy Philosophize Conception of world Education Teaching Learning Guided discovery learning Meaningful verbal reception learning Problem based learnin