Círculos de reflexão filosófica : uma pedagogia crítica para o ensino de filosofia

Abstract

This study investigates how the practice of philosophical reflection, inspired by Freirean Culture Circles, can contribute to the critical formation of high school students. The central question guiding the study is: how can the teaching practice of philosophical reflection, based on culture circles, foster critical consciousness among high school students? The general objective was to understand how teaching practice, grounded in encouraging philosophical reflection and based on culture circles, can promote critical consciousness in high school students. The specific objectives include: (1) investigating the theoretical references that underpin a critical-reflective pedagogical practice; (2) organizing a classroom pedagogical practice grounded in culture circles; and (3) understanding the practical importance of philosophical reflection in high school education. The research adopted a qualitative approach, using content analysis of two of the seven texts produced by 2nd-year high school students who participated in reflective activities within the “Clube Filosofando” curricular pathway. The students’ accounts were examined in light of Bernard Charlot’s (2000) theory of the relationship to knowledge, with emphasis on the epistemological dimension (relationship with knowledge) and the identity dimension (relationship with self-construction). The study sought to interpret the meanings students attributed to philosophical knowledge, linking them to their experiences with school knowledge and their representations of the world. The theoretical framework drew on contributions from Paulo Freire, Maria Amélia, Bernard Charlot, and Evandro Ghedin. The results pointed to the potential of Philosophy as an emancipatory practice, capable of fostering listening, critical thinking, and youth protagonism in schools.