Guia de orientação para docentes e discentes do ensino médio: ler, compreender e interpretar o sumário do tratado da natureza humana de David Hume

Abstract

This dissertation has as its theme the reading of philosophical texts in the teaching of philosophy in the middle level of the Brazilian educational system and, in propositional terms, aims to offer a reading guide to the Summary of the Treaty of Human Nature, by David Hume. The target audience are students and teachers of philosophy of High School. The purpose of this study is to characterize the importance of reading philosophical texts for human formation. Two complementary problems command the work: one general and the other specific. The general problem is: How important is the use of philosophical text in the teaching of philosophy? What are your difficulties? How to guide high school students so they can read, understand and interpret important philosophical works? The specific problem is: How to make it possible to read, understand and interpret David Hume's Summary of the Human Nature Treatise by high school students? According to these two problems, the dissertation is divided into two parts: The first is a theoretical-critical study on the problems in the teaching of philosophy at the middle level, with bibliographical reviews of authors and documents that support education: LDB nº 9.394 (2009), Rondigigo (2009), Cerlietti (2009), Gallo and Kohan (2000), Porta (2007), Severino (2010), chitolina (2015), Silveira (2017). Emphasizing the issue of the use of the philosophical text in this teaching, its difficulties and the methodological resources that can be used to overcome the difficulties inherent in reading philosophical texts. The second section proposes a guide for teachers and high school students to help them read, understand and interpret David Hume's Summary of the Human Nature Treaty. The methodology will be the bibliographical research. And finally, in the conclusion, the contributions that this research can provide in terms of positive actions are reported, both for teachers and for students to minimize the difficulties inherent in the process of reading philosophical text.

Keywords: Teaching. Comprehensive reading. David Hume. STNH.