A motivação para a aprendizagem em Filosofia no ensino médio: um estudo de caso no 3º ano do Ensino Médio no Centro de Ensino Alves Cardoso em São Mateus do Maranhão

Abstract

The presented research constitutes a theoretical and practical reflection for learning Philosophy in the light of Vygotsky's Historical Cultural Theory. The interest in the theme arose from the experiences built over ten years as a teacher in the discipline Philosophy in high school. Such work results from a qualitative case study carried out with 20 students of the third year of high school at the Centro de Ensino Alves Cardoso school in the city of São Mateus in Maranhão. The general objective of the research was to analyze the motivation for learning in the Philosophy discipline in high school, using as a methodological strategy, the application of a Webquest, such objective materializes in a didactic sequence for the teaching of Philosophy in the 3rd year of high school. For this study we are based on Marx and Vygotsky among others. In the development of the research we seek to analyze pedagogical possibilities in the perspective of motivation for learning Philosophy, in this sense we start from the philosophical and psychological foundations of Cultural Historical Theory for a reflection on the teaching of philosophy in the High School of the Maranhão state network, contrasting it to the formal guidelines contained in the network's documents and finally proposing as a possibility a methodological strategy originating from Information and Communication Technologies. For the planning and elaboration of the methodological strategy, we consider the knowledge found in the philosophical tradition and the act of philosophizing as complementary, enabling the high school student to reflect on today's society with the support of knowledge already recorded in the philosophical tradition. For the analysis of the motivation for learning Philosophy in the school context, we used the support provided by the bibliographic studies of cultural historical theory, more specifically the theory of activity of AN Leontiev, we start from the assumptions that the reasons for any human activity are socially erected and knowledge is the object that drives the learner's activity so the organization of the teaching work must have the learner's motivation as the point of arrival and not as point of departure. As instruments for data collection and analysis, questionnaires and participant observation were used. Far from presenting conclusive results, the research suggests possibilities of using the Webquest methodology to plan activities for teaching philosophy in the perspective of the learner's motivation.