O tempo filosófico no processo de ensino e aprendizagem nos anos finais do ensino fundamental

Abstract

This paper deals with “Philosophical time in the teaching and learning process of the final years of elementary school”, whose objectives are: to conceptualize time and philosophizing, to define and differentiate philosophical time and pedagogical time based on the philosophers Eliade, Deleuze, Guattari, Nietzsche, Gallo, Maamari, Danelon, Tomazetti and Rodrigues; to demonstrate that Article 32 of the Law and Guidelines for the Bases of Brazilian National Education (LDBEN), under No. 9,394, of December 20, 1996, has gaps in its fulfillment regarding basic education and, therefore, the teaching of Philosophy from Elementary School onwards is essential. Currently, with the National Common Curricular Base (BNCC), there is a lack of philosophical work in the foundation of other laws related to elementary education, which opens up the possibility of teaching children, adolescents and young people in our nation to think, as presented by Gallo, Kohan and Wonsovicz. Based on these two objectives, the research was developed with hybrid methodologies: data collection and quantitative analysis; interviews and qualitative analysis; reading and interpretation of texts. Through conducting an investigation with students about philosophical time during pedagogical practice in the classroom, with creations for possible philosophizing during the teaching and learning process in some municipal public schools in the City of São José/SC. To this end, this dissertation is divided into the following parts: introduction, which is based on the teacher's philosophical experience; the first chapter conceptualizes time and philosophizing, as well as defining and differentiating between philosophical time and pedagogical time; the second chapter presents educational legislation and addresses the subject of Philosophy in Brazil and the Philosophy curriculum in the final years of elementary school in municipal schools in São José/SC; the third chapter contains a survey as a sample of students' thinking and the application of activities developed in the classroom in the teaching and learning process in the final years of elementary school; final considerations that propose the need to have philosophical time in Basic Education for an effective and emancipated formation of Brazilian citizens; and, finally, the references that support the work.