Existencialismo e ensino de filosofia

Abstract

Esta pesquisa tem como escopo realizar análises textuais dos posicionamentos/participações dos estudantes do 8º ano do Ensino Fundamental II de um colégio particular da cidade de Jaú-SP acerca dos conceitos de liberdade, de escolha, de angústia e de responsabilidade presentes no existencialismo sartreano por meio de dois fóruns de discussões e verificar se os discentes se distanciaram ou se aproximaram desses conceitos de maneira mais autônoma e crítica em um ambiente virtual. Buscou-se, especificamente, analisar e compreender se o existencialismo ateu sartreano e os referidos conceitos contribuem para o posicionamento mais autônomo e crítico desses discentes. Trouxemos, também, discussões e sugestões apresentadas por alguns pensadores e educadores como Gallo (2000; 2004; 2007; 2010; 2012), Aspis (2004; 2010), Kohan (2000), Oliveira (2004; 2011), Freire (1970; 1983; 1988), Larrosa (2006), Lledó (2009), Savater (2012), Charlot (2005; 2010), Barbero (1999), Nomen (2018). Defende-se que um dos desafios para a Educação é o de buscar e estabelecer um espaço de autoria no ambiente escolar e, neste sentido, compreende-se que o existencialismo tem um campo muito fértil para que possamos refletir a Educação.

This research aims to carry out textual analysis of the positions/participations of students in the 8th year of Elementary School II of a private school in the city of Jaú SP, regarding the concepts presented in Sartrean’s existentialism, namely: freedom, choices, anguish and responsibility through two discussion forums, in order to verify if the students distanced themselves from or approached such concepts, in a more autonomous and critical way. Analyzes resulting from two discussion forums have been carried out, with the intention to finding out the approximations and distances in relation to the concepts which have been presented to the students and discussed in the virtual environment. We have sought, specifically, to analyze and understand whether Sartrean’s atheist existentialism and its concepts have contributed to a more autonomous and critical position of these students. Discussions and suggestions by some thinkers and educators such as Gallo (2000; 2004; 2007; 2010; 2012), Aspis (2004; 2010), Kohan (2000), Oliveira (2004; 2011), Freire (1970; 1983; 1988), Larrosa (2003), Lledó (2009), s (2012), Charlot (2005; 2010), Barbero (1999), Nomen (2018) have also been presented. It has been argued that one of the challenges for Education is to seek and establish a space for authorship in the school environment and, in this sense, it has been understood that existentialism comprises a very fertile field for us to reflect on Education