O ensino de filosofia para o 6º ano da educação básica: as contribuições de projetos de trabalho e o uso da tecnologia

Abstract

The present research is about Teaching Philosophy for the 6th grade of elementary school in the perspective of the contributions of Work Projects and the use of technology. The interest come up from the experience as a Philosophy teacher in Basic Education. The general objective of this research was to construct a Pedagogical Proposal in Philosophy through Work Projects materialized in a Notebook of Suggestions for the 6th grade of Basic Education, in which we tried to check if there were some possible pedagogical obstacles in public school and to propose to it, the application of Work Projects for the learning teaching process in Philosophy, using different languages in the teaching of contents of Philosophy and applying technological resources in the process of teaching learning in this public school. For this study, we looked for support on the reflections of Hernandéz (1998), Dewey (1956); Lipman (1995), Kohan (2000); and Kenski (2008) among others. We applied a research on a qualitative approach, developed through the support provided by the bibliographic studies. Concerning to the procedures, it was established as a case study. To collect and record teacher´s and students´ reports, semi-structured questionnaires were used with open and closed questions. The participants of the research were the teacher and 11 students of the 6th grade in the subject of Philosophy. The Work Projects layout proposed here, made it possible to use different languages in dialogue with philosophical contents, such as, using video in cartoon layout, in an educational and philosophical context directed to the teaching of philosophy for children and teens, provided the contact with specific children´s books of philosophy. We conclude, as a result of this study, that the contributions of Work Projects and digital resources as pedagogical tools in Philosophy classes increase the possibilities of learning in the school context, add value to students´ creative attitude, facilitated the initial understanding of the philosophical readings, which provided the reflection and, in some cases, changed their attitude towards some ideas, their thought.