FROM INSIDE THE CLASSROOM: RETHINKING THE TEACHING OF PHILOSOPHY, BETWEEN FREIRIAN THEORY AND THE PRACTICE OF PROBLEM-BASED LEARNING
Philosophy Teaching; Freirean Pedagogy; Problem-Based Learning
This research aims to rethink the teaching of Philosophy based on the concrete reality of the classroom, taking into account the absences, continuities, and common-sense notions that still permeate its presence in the Brazilian curriculum. To this end, a historical overview is initially carried out, anchored in Paulo Freire’s understanding of the authoritarian legacy of a colonial society, which he classified as a “closed society.” The Freirean theoretical framework — especially from the works Education and Change and Pedagogy of the Oppressed — supports the defense of an emancipatory, dialogical teaching of Philosophy that is deeply connected to students’ lived experiences. The research is also grounded in the studies of Silvio Gallo, particularly his notion of "minor education" as a critical alternative to the dominant logic of technical and neoliberal rationality in education. In a second stage, the study presents an empirical experience conducted with classes A and B of the second year of high school at CETI Francisca Pereira de Sousa Morais, a school located in the municipality of Fronteiras, in the state of Piauí, Brazil. In these classes, a pedagogical intervention was carried out using the active methodology of Problem-Based Learning (PBL). The analysis of the students’ experiences, gathered throughout the process, will support the development of a didactic booklet containing a sequence of active learning activities, which will be designed to assist other Philosophy teachers committed to a critical, meaningful, and transformer pedagogical practice.