O ensino de filosofia em escola de massa: o café filosófico enquanto espaço de experiência formativa e de resistência

Abstract

This master's thesis considers the activity carried out at the mass school called philosophical coffee as a philosophical teaching methodology, whose development intends to create spaces for philosophical training as a learning process that dialogues with students, their knowledge and experiences. The focus of the research is the teaching of philosophy in mass schools: the philosophical coffee as a space for formative experience and resistance, seeking to carry out a contextualized and meaningful teaching. To this end, the research methodology starts from a bibliographical analysis of the works of Adorno (1985; 1995; 2010; 2020) in the sense of teaching philosophy for the emancipation of the student, the works of Freire (1987; 1989; 1996) in perspective of a liberating education, the work of Rodrigo (2013) in the search for the understanding of what a mass school is, in the difficulties and challenges of this type of school, on the concepts and history of philosophy, of the activities to be thought and implemented in the teaching of philosophy, differing from didactics or methods solidified in manuals that do not relate to the student and his reality; and the works of Gallo (1994) and Cerletti (2009) will also be analyzed as a methodology of action for the construction of a philosophical place of sensibilities, tensions and debates. This research is of a qualitative nature, considering the aforementioned works, as well as the application of questionnaires with twenty-five (25) students from schools in the state education network distributed between Paracuru-CE and Paraipaba-CE, EEM Profa. Maria Luiza Sabóia Ribeiro (5), EEEP Flávio Gomes Granjeiro (14) and EEEP Profa. Abigail Sampaio (6), evaluating philosophical coffee in their education. The focus group technique was used in the form of workshops, providing an environment for philosophical investigation in which students were encouraged to read classic texts of philosophy, their connection with the contexts of their reality and working with writing in an argumentative, scientific way and philosophical. The process of developing this dissertation has as problematic the question: is it possible to create formative spaces for the teaching of philosophy in a philosophical way in mass schools? Based on this question, the project is implemented at the school from its presentation and the invitation to participate until its culmination. The Philosophical Coffee is, therefore, a proposal for a training activity that encourages students' creativity to seek emancipation.