Arandu: o fazer saber e a ludicidade no ensino de filosofia

Abstract

This research work seeks to go further the limits of the world of board games and the limits of philosophy classes until finding playful philosophizing, as a threshold capable of promoting the construction of school knowledge, based on aesthetic, technological, mechanical, and contextualized narrative elements in Amazonian cultural manifestations and practices. We start from the idea of Rubem Alves (2011) that there is a cognitive dynamic, with refinements of playfulness, capable of promoting the formation of knowledge, through analogies that give the necessary support to the imagination to philosophize playing with concepts, dancing with ideas and playing with such fragile, convincing and severe rules of language. Having explained what analogies would be and their role in cognitive development, Rubem Alves (2011) will present, with fantastic mastery, stories that bring out, from poetic language, knowledge about what is the nature of science from the perspective of Philosophy of Science, in a terrain relegated by Western rationality to which all poetry was subjugated and marginalized. Using such analogies to raise knowledge to the board, we created the Arandu game through a literary symbiosis bringing sociocultural elements from the city of Tefé-AM to enrich the composition of our educational product. With this strategy, we present our different cultural shades without losing the essence of the analogies presented by Rubem Alves (2011) coloring our work with the Amazonian ethos, and we propose a didactic sequence to intend the ground of our schools of playfulness in philosophy classes.