O ensino da filosofia frente às metodologias ativas

Abstract

The teaching of Philosophy in high school faces difficulties in connecting students with conceptual content, requiring practices that go beyond simple theoretical exposition and favor problematization, active participation, and the construction of meaning. Technological and cultural changes reinforce the need for conscious teacher mediation, capable of articulating investigation, dialogue, and conceptual rigor. In this context, this research problematizes: how does the use of a didactic sequence based on active methodologies in the teaching of Philosophy in high school contribute to the development of student engagement and the appropriation of philosophical concepts, based on the production of a documentary as an educational product, in a specific school context within the public school system? The general objective is to analyze how a didactic sequence based on active methodologies contributes to student engagement and philosophical learning in high school. This research is characterized as qualitative, descriptive-analytical in nature, developed from the researcher's teaching practice in high school, with the educational product being "Ancestry and Identities: a philosophical narrative". It is concluded that the teaching sequence based on active methodologies, articulated with the production of a documentary as an educational product, demonstrated potential to promote student engagement and favor the appropriation of philosophical concepts in high school.