O que pode uma alfabetização filosófica? Experiência de formação na perspectiva de professores cursistas em Pau dos Ferros-RN

Abstract

An education based solely on the management of results and, supposedly, on improving <educational= indices, pursued by our country, has already been tried out in other nations, which have ended up admitting the mistake and failure of this perspective, because it generates individualism and mythologizes meritocracy, making it challenging to value democratic principles for a collective life. Against this backdrop, we set out to examine educational experiences that have managed to break away from this reality, with a focus on the development of thought, seeking inspiration that will give us hope that we can resist and re-exist in different ways. Thus, we followed the Núcleo de Estudos de Filosofias e Infâncias (NEFI), of the State University of Rio de Janeiro (UERJ), which developed, in partnership with the Rio Grande do Norte Department of Education, through the 15th Regional Directorate of Education and Culture (DIREC), a philosophical literacy training, held in the municipality of Pau dos Ferros- RN, as part of a State Policy to Overcome Youth and Adult Illiteracy. From NEFI's perspective, the training was a proposal inspired by Freirean principles, which proved to be innovative and powerful. But what happened during this training? What meanings did the teachers attribute to it? Faced with these questions, this research aimed to investigate the role of philosophical literacy in teacher training, drawing on the experience of Pau dos Ferros-RN. The theoretical discussions involved a dialog between philosophy and education, based on the contributions of Freire (1987, 2001, 2011, 2013, 2017, 2021, 2023a, 2023b), Kohan (2004, 2007, 2009, 2011, 2012, 2014, 2016, 2019, 2021, 2022), Gallo (2002, 2017, 2020), Larrosa (2013, 2015, 2018), Masschelein and Simons (2014, 2019) and Rancière (2009, 2015, 2022). This is a research project from the perspective of experience/meaning presented by Larrosa (2015), in which the creation of data was based on the narratives of the experience lived and conversations with teachers taking the course. The reflections revealed meanings that are not intended to be absolute; for this reason, they were considered possible paths: philosophical literacy can be a different kind of training, one that doesn't give answers, <doesn't teach recipes=, but opens up ways of thinking; it can lead us down the path of care, through form, acceptance, affection and attention to others. It can be a way of reinventing Paulo Freire and his principles, such as sociopolitical commitment to the oppressed, love, questions, childhood, listening, equality, participation, collectivity, humanization, dialogue, and hope. The teachers who took the course also revealed the possibility of philosophical literacy, which involves applying the principles of the course to the experiences of professional, family, and community life. We walk through options on the path of time, broadening the horizons of temporality and embarking on the paths of multiple beginnings, which will never be the same, but will continually be reinvented differently. This study highlights that training in philosophical literacy can help teachers reflect on the meaning of education. It proposes that we can create and share more dignified ways of being teachers and experiencing school.