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Educar o Cidadão: Rousseau e Dewey para um ensino prático e praticável
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A presente investigação foi desenvolvida mediante um percurso académico e
docente decorrente do Mestrado em Ensino de Filosofia no Ensino Secundário, pela
Universidade Nova de Lisboa. Apresentando-se como a formação docente necessária ao
desenvolvimento de várias capacidades profissionais e pessoais, a Prática de Ensino
Supervisionada (PES) - realizada na Escola Secundária Luís de Freitas Branco no ano letivo
de 2023/2024 - foi crucial para a formulação deste relatório, fundamentando a sua
primeira parte.
A segunda parte desta investigação centra-se na necessidade de desenvolver uma
prática pedagógica que permita aos alunos desenvolver capacidades como o espírito
crítico, a comunicação e a argumentação, sendo preparados pelo processo de ensino para
uma integração consciente na vida cívica. Neste aspeto, analisam-se dois autores:
Rousseau e Dewey. Ambos partilham algumas noções pedagógicas essenciais, o que
permite uma comparação atenta entre as suas visões e um considerável complemento a
nível teórico; no entanto, Rousseau é trabalhado principalmente como um agente
catalisador da compreensão do conceito de experiência que Dewey desenvolveu.
Em suma, este relatório apresenta o desenvolvimento do pensamento crítico e a
autonomia dos alunos como um precedente necessário à formação de indivíduos
civicamente conscientes. Como tal, propõe-se que essas capacidades podem ser
desenvolvidas de um modo mais completo mediante a utilização de metodologias de
ensino práticas, como evidenciado por Rousseau e Dewey, no âmbito da disciplina de
Filosofia.
The present research was developed through an academical and teaching journey as part of the Master's in Philosophy Teaching in Secondary Education at Nova University Lisbon. Presented as the necessary teacher training for the development of various professional and personal skills, the Supervised Teaching Practice (PES) – conducted at Luís de Freitas Branco Secondary School during the 2023/2024 academic year – was crucial for the formulation of this report, establishing the foundation of its first part. The second part of this research focuses on the need to develop a pedagogical practice that enables students to foster skills such as critical thinking, communication, and argumentation, preparing them through the teaching process for conscious integration into civic life. In this regard, two authors are analised: Rousseau and Dewey. Both share essential pedagogical notions, allowing for a careful comparison between their views and providing a substantial theoretical complement; however, Rousseau is primarily addressed as a catalyst for understanding the concept of experience developed by Dewey. In summary, this report presents the development of critical thinking and autonomy in students as a necessary precedent for the formation of civically conscious individuals. As such, it is proposed that these skills can be more fully developed through the use of practical teaching methodologies, as evidenced by Rousseau and Dewey, within the context of the subject of Philosophy.
The present research was developed through an academical and teaching journey as part of the Master's in Philosophy Teaching in Secondary Education at Nova University Lisbon. Presented as the necessary teacher training for the development of various professional and personal skills, the Supervised Teaching Practice (PES) – conducted at Luís de Freitas Branco Secondary School during the 2023/2024 academic year – was crucial for the formulation of this report, establishing the foundation of its first part. The second part of this research focuses on the need to develop a pedagogical practice that enables students to foster skills such as critical thinking, communication, and argumentation, preparing them through the teaching process for conscious integration into civic life. In this regard, two authors are analised: Rousseau and Dewey. Both share essential pedagogical notions, allowing for a careful comparison between their views and providing a substantial theoretical complement; however, Rousseau is primarily addressed as a catalyst for understanding the concept of experience developed by Dewey. In summary, this report presents the development of critical thinking and autonomy in students as a necessary precedent for the formation of civically conscious individuals. As such, it is proposed that these skills can be more fully developed through the use of practical teaching methodologies, as evidenced by Rousseau and Dewey, within the context of the subject of Philosophy.
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Rousseau Dewey Educação Prática Experiência Relatório de estágio Education Practical Experience