Kant no ensino médio: uma proposta metodológica para a leitura da “resposta a uma questão: o que é o esclarecimento?"

Abstract

The research has as its theme: Kant in High School: a methodological proposal for reading the “Answer to a Question: What is Clarification?”, Has as its general objective to examine the difficulty of using the philosophical text in High School, presenting a methodological proposal for reading Immanuel Kant's pamphlet “Answer to a Question: What is Enlightenment?”. This research originated from the analysis of the presuppositions of teaching practice in high school when teaching classes of the Curricular Component of Philosophy in the three consecutive grades. There were two facts that bring disorders in the teaching of philosophy and that require reflection, strategy and effort. to be solved. Among them, we highlight the paradox that involves the use of the philosophical text in the teaching of philosophy: on the one hand, it is strongly recommended in official documents, on the other, this recommendation is far from being put into practice by teachers because of several factors. It was observed that the teacher rarely puts the student in direct contact with philosophical texts. When this happens, it is often a fragment taken from its context. The research now developed is rooted in the need to better understand the use of the Philosophical text in high school, examining the reasons given by those who defend and the obstacles that make it difficult, analyzing the mismatch between the need for infrequent use of the text from education theorists and philosophers such as: Severino, Porta, Cossuta, Kant, Cerletti and others and the principles that guide the teaching, established by the current educational norms. The second fact is directly linked to the previous one and often serves as justification, since most students have a great difficulty reading texts in general, and not just philosophical texts. These two findings justify the choice of the object of study that developed from the bibliographic research, whose method of understanding is based on the Bakhtin Circle, characterized by verbal intervention and its dialogical character. Thus, two chapters were elaborated (Part I - Critical Theorist and Part II - Propositive Theorist), in order to demystify the objective, namely, the teaching of Philosophy and the use of the philosophical text and the reading guide as a pedagogical contribution. whose didactic strategies will be focused on the reading of philosophical texts, taking as reference, the aforementioned Kantian pamphlet.