Filosofia da escuta e prática docente no contexto da educação profissional integrada: estudo de caso no Campus Bragança do IFPA

Abstract

This dissertation presents, as a circumstantial and guiding problem, the intention of answering the following question: how do students of the Buildings course perceive the teaching practice in philosophy teaching and what is the implication of this listening in the rethinking of the teaching practice of philosophy? This problem arises from my concerns about listening to students give impressions/sayings about teaching practice. Such student perceptions about teaching practices always encouraged me to seek to understand these listenings, in order to rethink my own teaching practice in the classroom context. Faced with this problem, the main objective of this research is to analyze the students' perception of teaching practice in philosophy teaching, based on listening, as well as its implication in rethinking teaching action. It is, therefore, a qualitative research, focusing on a bibliographic-documentary research, and a case study, with the students of the 2nd year of the Buildings course, at the IFPA campus Bragança, where the practical research took place, having as an intervention the application and evaluation of a Didactic Sequence (SD) that took into account student listening. The dissertation also presents the main concepts about Heidegger's categories: learning-teaching, thinking, technique, philosophy of listening, as well as Maurice Tardif's teaching practice category, which we initially supported and which helped us to understand that it it is guided by types of action that are, in fact, representations that the teacher chooses to guide their praxis in the context of the classroom. In this sense, Martin Heidegger's teaching practice is focused on a type of questioning and critical action, which should guide and organize classroom praxis. With the results and analysis of listening to students, it can be seen that listening becomes an essential way to rethink our teaching practice in the classroom context.