A construção de uma didática filosófica: suas perspectivas e realidade

Abstract

This bibliographical review aims to deepen discussions about the teaching of Philosophy in High School, exploring available resources and adopting learning methods that incorporate students into philosophy in the classroom, enabling a more comprehensive and integral education, even knowing the curricular proposal that emphasizes the development of skills and abilities that would not be the focus of philosophical teaching. Philosophy being a complex knowledge, the fact of teaching it or even providing access to high school students, characterizes it as being important and necessary to simplify it. Methodologically, bibliographical research and literature review are used, based on an immanent and structural reading of the indicated texts. The choice of the topic was motivated by its importance and by knowing which teaching resources can be used so that students can effectively learn philosophy, understand the different definitions that exist and also the relationships that are established in daily experience and their questioning about the teaching and learning of philosophy From this new thinking it can be understood that philosophy is beyond a mandatory subject, and highlights Because it is of vital importance for citizenship, if there is no understanding of philosophy, the potential of life is not understood and reality is not understood. Working on theoretical philosophy leads to an understanding of how the exercise of thought will be able to bring about concerns that are often not answered at the current moment.