Oficinas de Filosofia como espaço de construção da cidadania: o envolvimento de jovens do ensino médio para a práxis

Abstract

This research proposes to analyze the contributions of philosophy teaching in the formation of high school youth and, specifically, to point out some characteristics about their role in the school context in the construction of a praxis citizenship, understood not as a univocal concept, but in terms of construction, deserving constant deepening, debate, reflection, engagement and performance. To this end, it was initially chosen to situate the discipline of philosophy by discussing the current issue regarding the place it is given in high school from recent documentary historical milestones in Brazilian educational policy, as well as its relationship with education and preparing for citizenship. We try to demonstrate that such policies present on the one hand several limitations and dangers, since they are based on limited, market, liberal, individualistic conceptions, of overvaluing certain components to the detriment of others, on the other hand, it is fertile ground of possibilities for reflection , deepening, positioning and actions in the face of the reality, where philosophy is constituted as the one with an important role to contribute in this scenario. We seek to establish an opposition to this notion of citizenship and present a possible one based on the contributions of the Italian philosopher Antonio Gramsci, with the correlation between teaching philosophy, citizenship and praxis, which allows us to believe in a truly democratic school that is capable of forming critical citizens , freelancers and participants. We also draw on the inspiration of philosophical methodologies at school in Silvio Gallo, Alejandro Cerletti, Evandro Ghedin and Renê Trentin Silveira, renowned and important commentators in the reflection on the teaching of philosophy. Finally, based on the Gramscian notion of citizenship and other contributions of philosophical methodologies, workshops on action research were carried out and questionnaires were applied to analyze the results.The practice was highlighted by listening, dialogue, building knowledge and the young girls' willingness to talk about what concerns them: their life, the world. The teaching of Philosophy, defended in our work, can contribute to the preparation of young people from high school in view of this citizen formation, who, within the school, must have the important participation of the teacher in this process, which stands out as the professional best suited to mediate such knowledge, offering means for students to perceive themselves as historical subjects capable of thinking, positioning and acting on reality in an autonomous, responsible and critical way, without passively accepting the sayings and commands about what they are or what they are could be.