O professor de Filosofia que atua nos Ceja de Fortaleza: uma proposta de construção coletiva de sua Práxis Educativa

Abstract

The research theme is the teaching action in Philosophy at the Youth and Adult Education Centers - CEJA and its title: The Professor of Philosophy who works at the CEJA of Fortaleza: a proposal for the collective construction of its educational praxis. The main objective was to analyze the challenges and difficulties identified in the experience reports of philosophy teachers of three (03) JSCA of the city of Fortaleza, based on the Edgar Morin complexity paradigm. The Morian theory was the theoretical framework that guided the reflections presented here, based on his work The Well-Made Head - Rethinking Reform, Reforming Thought (2017). Besides the reference philosopher, other authors were also important for the development of this study, such as: Petraglia (2011), Freire (1996,2015), Cerletti (1999), Di Pierro (2014) and Thiollent. The research was motivated by the following problem: What are the main difficulties and demands pointed out by the JSCA philosophy teachers for their effective teaching and learning? From the emerged elements, we contribute to solve other questions, such as: How can the practice of philosophy teaching contribute to form a well-made head in the students of JSCA? What are the challenges and solutions for their effective ownership by EJA? We start from the hypothesis that, in a permanent space for dialogue between peers, it is possible to think of ways to improve teaching, specifically philosophy, aimed at students of EJA, and may consider Morin's complex thinking as a possible foundation for this. . The research approach has a qualitative nature and as a strategy for data capture and analysis, we opted for action research. The use of the questionnaire aimed to characterize the research participants, all philosophy teachers who work in the JSCA of Fortaleza. With a number of three (03) participants, the focus group technique was developed and six (06) meetings were held with the group. In our findings, given the realization of the importance of philosophical knowledge for the formation of students, the difficulty of teaching practice in philosophy in the structure of JSCA was evidenced, amidst the pragmatic objective of the students: the need for certification. Given this difficulty and other demands imposed by our reality, the continuing education of the teacher is also necessary. We also highlight the need for wide-ranging changes in teaching practice in philosophy at EJA, ranging from the structure of the JSCA and its curriculum to the adopted teaching material. On the way to change, it was important to realize that the methodology developed in the JSCA, with its personalized service, favors the dialogical relationship between teacher and student and a more precise teaching action. The guided and committed dialogue between teachers also showed how we can move forward from a focus group, or rather from a group that discusses our teaching, our frameworks and our school organization.