O ensino de filosofia no ensino fundamental: a transversalidade na construção de uma educação democrática

Abstract

The Teaching of Philosophy in Elementary School, although optional, is the subject of several discussions. In addition to being offered in several private educational institutions, it is also a component present in the curricular matrix of some municipal public education networks, such as, for example, in Manaus. This research investigates the approaches and possibilities of Philosophy Teaching in the intermediate stage of basic education (elementary education), seeking, at first, to understand the relationships between education, philosophy, transversality and democracy, as well as investigating theoretical-practical aspects concerning to these themes and to the teaching process. In a second moment, advancing to the practical propositional dimension, a methodological proposal is presented to carry out workshops for philosophical initiation and development of education for thinking as pedagogical praxis that incorporate philosophy as an element of the formation process of integral subjects and necessary for the conception of democratic education adopted in the public network of Manaus. Given the various attacks engendered against philosophy and its presence within the Brazilian elementary school, as well as democracy as a form of government and way of life, it is considered relevant and urgent to invest in dispositions of thought and proposals for actions oriented to confrontation. of such setbacks and, in the same way, in proposals that aim not only at the maintenance or permanence, but, above all, at the expansion of the presence of philosophy both in the various social instances that guide the consolidation of democracy, as well as in the integral educational formation. Therefore, it is understood as pertinent to approach Philosophy Teaching in the fundamental school stage as a strategy of resistance and advancement in training for free thinking, in the consistent introduction of necessary and essential knowledge to the dynamics of existence, and as a posture of contestation against to any obtuse and restrictive forms of education for democratic thinking and the intrinsic disposition for freedom, for critical and reflective thinking.