This research deals with the conception of teaching-learning based on the work De Magistro by Tomás de Aquino and aims at a critical reflection on the concepts of this same philosopher in order to establish methodological possibilities for education today, specifically for basic education classes. in the public network at the elementary II level. De Magistro is an expression of the teaching performance of Tomás de Aquino in the context of scholastic philosophy in which he discusses teaching along the lines of the disputed issues. Scholasticism brought a very peculiar teaching proposal, a method that values the student and his participation as the main agent of knowledge, highlighting his role in the teaching- learning process and the mediator/helper role of the teacher in enabling the student to achieve knowledge. Philosophical concepts are dynamic and their understanding can be updated in other worldviews and historical contexts. That is why such concepts are important today because they propose a change in the methodological axis of education in the basic education network. The teacher is not the holder of knowledge and should not be the center, but must accompany the student who is responsible for their learning. This idea was conveyed in scholasticism and used as a parameter; This is why lectio, quaestio and disputatio were the expression of the teaching-learning methodology, in addition to solidifying the idea of the medieval university as a locus of research and knowledge development. This heritage is today latent in the idea of university and can be a methodological line to be broken in the basic education network, having the student as the center and enabling them to develop their potential, that is, bringing into practice the knowledge they potentially possess. Furthermore, Tomás de Aquino himself argues that knowledge is the passage from potency to act, that is, he defends the predictions of knowledge from infused natural reason that must be realized by the human action of teaching and learning. In this way, knowledge and its transmission belong to active life and the master must help the learner to update his intellectual potential. As a concrete way of establishing this Tomasian idea, we propose the use of philosophical texts in Religious Education classes, in accordance with the curricular proposal in innovative experiences, as a way of developing critical sense in students, of encouraging them to reflect for themselves and disagree. on relevant topics in their context, taking into account the secular nature of Religious Education and its importance for citizenship formation, in addition to realizing the scope that a philosophical text has in understanding key concepts of the Religious Education curricular proposal. The idea is that of a Religious Education with a philosophical tone as a means of making students able to reflect and have a critical awareness in relation to their reality, so that they can extract and expand the knowledge they already have.

The objective of this work is to investigate the insertion of indigenous philosophical thought and Amerindian perspectivism, based on Law 11.645/08 - which made the study of indigenous history and culture mandatory, in addition to its contribution to the formation of Brazilian society -, in High School according to the guidelines of the new National Common Curricular Base (BNCC), approved in 2017, with a focus on teaching Philosophy. To this end, in the first part of the work, after a bibliographical survey of theoretical texts that deal with the subject, such as Amerindian perspectivism, by Eduardo Viveiros de Castro, and indigenous philosophy by Davi Kopenawa and Ailton Krenak, in addition to theoretical approaches with other thinkers, such as Aníbal Quijano, Enrique Dussel, Ramón Grosfoguel, Elizabeth A. Povinelli, who work from a decolonial perspective. In the second part, we will seek to criticize colonial thought, including Philosophy, and how indigenous thought contributes to the construction of an anti-colonial and decolonial philosophy, in terms of criticism of the coloniality of knowledge and power, through perspectivism and of indigenous philosophy permeated by the concept of spirituality, a category used by original peoples for what we call philosophy in the West. In the last one, we will carry out an “ethnophilosophical” research, based on some elements of a post-colonial ethnography, case study, participant observation, field diary, interviews, at the Brejo Santo Indigenous School, of the Isu-kariri people, about how In school practice, indigenous philosophy and spirituality are taught, with the aim of using this experience to contribute to rethinking the teaching of philosophy.

This research aims to understand how philosophy can contribute to a critical reinterpretation of the religious phenomenon in public schools from the perspective of secularism. Specifically, it aims to: understand the religious phenomenon in contemporary times through the lens of contemporary philosophical criticism; reflect on the presence of the religious phenomenon in the curriculum of Brazilian public schools; problematize the religious phenomenon in schools by reflecting on the aspect of secularism; contribute to teacher training through the creation of a didactic sequence for the reinterpretation of the religious phenomenon in the teaching of philosophy. In recognizing their finitude, humans are driven to seek the infinite. In addition to describing the world around them and noticing peculiar aspects of themselves, humans ask about the meaning of life and death, transcending the natural world and defining themselves through the search for the absolute, not only through critical reflection but also through beliefs and feelings. Criticism of religion is essential to understanding the modern and contemporary world, particularly from the analyses of Habermas and Gauchet, who explore the political dimension within religious communities, and through a philosophical analysis of religion, challenged by the rise of technical-scientific discourse. Secularism is presented as a category that defines modern states and a perspective on the school system model, aiming to contribute to diversity and freedom of belief. The methodology is qualitative, utilizing the action-research method. Data collection involved training sessions, and data analysis will be conducted using Content Analysis. The participants in the research were high school students from a public school in Juazeiro do Norte, Ceará. In addition to field research, we used the works of Oliveira (2013), Silva (2021) to support the analysis of the religious phenomenon; Habermas (2007) and Gauchet (1985) to discuss secularism. With the analysis of data collected through discussions and training, and the theoretical foundation provided by the cited authors, this research seeks to strengthen the role of philosophy in promoting diversity and critical reflection on religion, supporting the creation of a school environment that respects and integrates a plurality of perspectives. We hope that this work contributes to teacher training by developing pedagogical actions that favor a critical and reflective approach to religion in the teaching of philosophy.

Living involves a tragic condition, from birth and its disruptions, through hopes and discoveries, until we come face to face with finitude and disillusionment in the face of everything that exists. The experiences we live in each part of life, whether good or bad, influence not only who we are, but also how we act and what we think, providing our ability to construct meanings of living in a world that is constantly shattered, to look at adverse situations from different perspectives, to find ways to help us move forward. Nietzsche states: "to live means to be in danger". It is, therefore, this danger - the danger of living - that always lurks in every action or event, which we understand to be involved in the teaching of philosophy regarding its tragic aspect. Assuming a tragic view of the teaching of philosophy, we will seek to approach a philosophy that approaches the body and its affections, its arrangements, as well as the disruptive, conflicting, agonistic aspects that permeate certain existences, based on Nietzsche's thought. Highlighting the tragic, since ancient thought, from the "tragic age of the Greeks", is to bring to the teaching of philosophy itself a "logic of the worst", as Clement Rosset states, a way of thinking that goes against the idealisms of our time. The aim here is to present as a product of this research the result of the workshop "Fragment of Thoughts", in which, based on the writing of aphorisms, students of the E.M.E.F Mário da Silva Bem School, located in the municipality of Juazeiro do Norte - Ceará, during the period from April to August 2024, were able to philosophically address the tragic dimensions of life.