A filosofia no ensino médio como espaço para construção do saber epistêmico e da formação humana do jovem

Abstract

This Thesis, developed in the Doctorate of the stricto sensu Postgraduate Program in Education at the Catholic University of Santos, in the Policy and Practices of Teacher Training Research Line, brings at its core the problem for investigation: How Philosophy can collaborate with the training of the critical conscience of young people in high school? The research takes as its foundations the references and concepts of human formation (STEIN, 1994; 1999; 2003; 2005; 2007), the current ethical crisis of human beings (BAUMAN, 2001; 2008; 2018), and the conception of sociopolitical construction and cultural curriculum (SACRISTÁN, 1998, 2008, 2013), by authors who contribute to the reflection and questioning about the role of Philosophy as a discipline in the high school curriculum. The locus of investigation were public schools in the periphery, the area known as zone 03 of Praia Grande, coast of the state of São Paulo, for being the municipality with the largest contingent of public schools in the Education Board of São Vicente/SP. This is qualitative research that used a questionnaire as a data collection instrument, with closed and open questions that were answered by high school students from 08 schools in the periphery of the public education system in the state of São Paulo. For the data obtained with the open questions, it was used content analysis (BARDIN, 1977), extracted thematic axes, and from the inference of these data categories of analysis emerged. The categories favored a process of dialogicity with the problems raised from the study of the curriculum, the purpose of High School, the contextualization of the profile of the youth in modernity and the need for training young people. These categories were built from the records of young students, the understanding they had about their education and the importance they attribute to Philosophy at this stage of school education. The research brought, among the indicators: 1) High School as a place for the humanistic formation of young people; 2) the construction of a curriculum that meets the needs of the subjects' living aspects, their multiculturalism and that encourages students to build their protagonism; 3) the collaboration of Philosophy with the formation of the critical conscience of young people through a formation that is essentially anthropological. Other questions emerged from the research, including the possibility of a Philosophy for young people that, from a philosophical anthropology perspective, favors sociopolitical protagonism. Such proposals must meet, through the proximity of theoretical-practical life, the construction of the young people's worldview, supported by the humanistic vision.