O convívio social e a reflexão filosófica: repercussões do ensino de filosofia na EEM Monsenhor Furtado em Meruoca Ceará

Abstract

This dissertation analyzes the effects of Philosophy teaching on the social interactions of students at Monsenhor Furtado High School, located in the municipality of Meruoca, Ceará. It is based on the premise that the development of rationality, by fostering a questioning mode of thinking, influences individuals’ self-understanding and their social interactions. In the educational context, the appreciation of critical thinking is a fundamental element in human formation. The general objective of the study was to analyze how the teaching of Philosophy contributes to the improvement of social coexistence among high school students. Specifically, it sought to: (i) identify the main methodological approaches used in the teaching of Philosophy at the institution; (ii) investigate how exposure to the subject contributes to the development of argumentative, ethical, and dialogical skills among students; and (iii) evaluate the impact of this teaching on the formation of values that foster harmonious coexistence within the school environment and in society. This qualitative research incorporated descriptive, explanatory, and field-study characteristics, with behavioral data collected in the school’s natural environment without observer interference. The theoretical framework was based on the contributions of thinkers such as Rousseau, Adorno, Gallo, Arendt, and Lipman, who offer perspectives on the role of education and philosophy in the development of autonomy, reasoning, and self-sufficiency in individuals. The relevance of the study lies in the challenges faced by contemporary education in forming the individual in an integral manner, especially in regard to the practice of tolerance, respect, and the ability to engage in dialogue amid diversity. The results of the investigation demonstrate that Philosophy teaching at EEM Monsenhor Furtado has promoted significant changes in students’ social interactions, expressed through: an increased ability to handle conflicts through dialogue and argumentation; the development of a more critical and reflective stance toward social norms and values; and a more conscious exercise of citizenship, with actions guided by ethical principles such as respect, empathy, and collective responsibility. By examining the impact of philosophical education, the study contributes to the improvement of pedagogical practices and encourages reflections on Philosophy’s potential to enable more conscious social coexistence and the cultivation of positive human relationships.