A importância da filosofia na construção da autonomia e emancipação dos alunos de cursos técnicos integrados ao nível médio

Abstract

Schools of technical education integrated at the secondary level offer training that primarily aims at the professionalization of individuals. In this sense, could Philosophy, included in this scenario, contribute to this educational process and, in addition to it, develop students' autonomy and emancipation so that they also become critical and reflective citizens? Through a historical analysis it will be possible to analyze the insertion and consolidation of vocational education in Brazil since colonization, highlighting the exclusive role with which this modality of education has been configured over the years, when forming a subservience culture, walking, however, through time, towards a more complete formatting from the point of view of integral education. In light of Theodor Adorno's thought, it will be observed how capitalism penetrates the entrails of individuals, dictating the rhythm of their lives, actions, thoughts, shaping the human model that best suits this logic of objectification. As a consequence we have the unveiling of a semi-formation and semi-culture generated by the intensification of the consumption of the masses and the overvaluation of practical knowledge. As a way out, methodologies that promote integral and affective education will be pointed out, encouraging the apprehension of the contents that lead students to a critical, questioning, autonomous and emancipatory thinking. Through the application of a semi-open questionnaire with third grade students from a high school with an integrated technical course, it will be observed how the teaching of philosophy can contribute to the formation of students' autonomy and emancipation, in order to demonstrate with data the effectiveness of philosophy in this teaching modality, critically relating responses to bibliographic research, confirming that Philosophy in high school has a fundamental role, through classes that promote critical reflection, through reading, interpretation and production of texts, in addition to other methods used by educators to encourage male and female students to gradually develop autonomy and emancipation.