Laboratório do Ensino de Filosofia: ressignificando práticas

Abstract

This work is the result of work developed by master's students of the Professional Master's Program in Philosophy – PROF-FILO, a branch of the State University of Paraná – UNESPAR. This is a fairly recent program, with the first classes starting in 2017. The program is developed in a network and seeks, among other objectives, to educate and qualify philosophy teachers for basic education, preferably in the public school system. One of its mandatory subjects is the “Philosophy Teaching Laboratory”. Its objective is to bring together, based on theory and practice, university/school and school/university, with the aim of strengthening this relationship that was once dissociated and distant in the production of knowledge; more than that, this relationship was hierarchically demarcated. Thus, in 2017, 2018 and 2019, the students of the program (all elementary school teachers) developed research that, based on the selection of works listed here, we present under the title “Philosophy Teaching Laboratory: redefining practices”. It is important to mention that, even though it is a professional master's degree in Philosophy, we sought to intertwine Philosophy and Sociology in the Laboratory discipline, since in the region of União da Vitória, in Paraná, there are no undergraduate courses in sociology. Thus, it is philosophy teachers who normally exercise the social function of teaching this discipline. For this reason, the texts presented here outline a thematic diversity that, among other things, goes beyond the limits of philosophy. And to perfectly ensure an understanding and adequate didactic use, we organized the material into two sections: i) Philosophical essays and ii) Philosophical practices. This is because the practices approach sociological issues, but without necessarily losing their philosophical rigor. Thus, the objective of this work – beyond the simple publication of research results – is to show the possibility of, in a horizontal relationship, there being a production of knowledge between university/school and school/university so that they can, above all, in a new relationship of overlap between such spaces, “transform the school ground”. In addition, it also seeks to make philosophy (in its different possibilities) able to frequent and transform spaces that, historically, were and are marginalized. In this sense, the proposal is not a philosophical inference, but to present results of practical activities with philosophy, as well as studies that guided the different philosophical practices.