THE TEACHING OF PHILOSOPHY AS A POTENTIALIZATION OF EMANCIPATION

Authors

  • Rodolpho Rousseau Soares Silva

DOI:

https://doi.org/10.7443/problemata.v9i3.41666

Keywords:

Emancipation. Philosophy Teaching. Stimulating.

Abstract

The aim of this study is to add to the teaching of philosophy, especially the philosophical practice, this important concept, "emancipation". High School is the phase which young people are about to develop their maturity, both in educational and socio-political contexts. Doing this, we recognize the importance of stimulating students by providing means for them to develop beyond the skills and competencies expected from basic education. What we want with this reflection is to lay the foundations for new teaching approaches, specific to philosophy, because there are possibilities of making the teaching of philosophy a philosophical practice. For this, we seek to bring the teaching of philosophy to students' everyday reality, contextualizing philosophical thinking and the factors that motivated them, thus making them autonomous to think about the reality in which they are inserted in a critical and problematizing way, having as to subsidy the theoretical framework learned in philosophical practice.

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References

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Published

2018-10-27

Issue

Vol. 9 No. 3 (2018): TEACHING OF PHILOSOPHY: Special Issue

Section

TEACHING OF PHILOSOPHY, VARIOUS PLACES AND VARIOUS CHALLENGES

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