Os desafios da educação para o pensar: um olhar sobre o ensino de filosofia nas etapas elementares da educação básica no município de Itupeva/SP

Abstract

The research, with quantitative basis, justifies itself through the importance and urgency of school¿s reinvention from the traditional frame of teach-learn in witch (in general) the child/student has a passive role and the school presents itself as the reproductive of the dominant social models and does not contribute to the full and emancipative formation of the students and the further subjects (internal and external to the school) that take part in it. It has the intention of understanding and analysing the challenges of the Public Politics of the Filosofy Tutorship to children in the municipal Education network of Itupeva/SP County¿s (in the form of case study) - and the presence of this Politics in the curricular organization of the public schools of that location, since the tutorship of Philosophy is part of the curricular structure of the elementary stages of the basic education of the County. To that end making further inquiries about the practical-theoretic bases that support the investigation/education communities to the thinking (Lipman, 1995) and the apprenticeship communities (Hargreaves, 2004; Pacheco, 2008, 2018). The research tools used were the Documental Analises and Focal Groups with subjects that took part of this Public Politics of the County. The research findings point out the importance and the role of the Public Education Politics to the assurance of rights, as well as the possibilities of offering a diversified tutorship that may be effective starting from the reorganization of the spaces/learning time, the formation of teachers and the relationship of the schools with the territory. The study contributed to accentuate the importance of Philosophy teaching to children of Public Schools in a country in which Education presents itself differently to the population. By contributing to the development of curiosity and the formation of citizens that are critical and intellectually emancipated, since childhood.