O ensino de filosofia numa perspectiva dialógica à luz de alguns diálogos socráticos platônicos

Abstract

The teaching of philosophy in Brazilian basic education represents an important opportunity to assist in the intellectual maturation process of students, significantly contributing to the development of their autonomy of thought. Due to the great importance of philosophy for the intellectual formation of students, the central theme of this research is: Teaching Philosophy from a Dialogical Perspective in Light of Some Socratic-Platonic Dialogues. The research is guided by the following question: how can we teach philosophy in Brazilian basic education from a dialogical perspective in such a way that fosters the formation of the ability to think with autonomy? To answer this and other questions, we start with the following premises: firstly, that the teaching of philosophy, more than a pedagogical problem, is a philosophical problem. Teaching philosophy from a philosophical perspective presents some peculiar characteristics that are developed in this work, such as philosophical questions, the creative nature inherent to philosophy, and the importance of lived experiences for philosophical classes. Secondly, the figure of Socrates, as presented in the Socratic dialogues and the way he developed his dialogical practice with his interlocutors, serves as the theoretical reference for answering questions about the teaching of philosophy. Therefore, the main objective of this research is to present the teaching of philosophy from a dialogical perspective in light of some Socratic Platonic dialogues as a proposal for philosophical teaching that enables the practice of philosophizing.