A natureza do ensino de Filosofia e suas ferramentas: promovendo a reflexão filosófica através dos jogos

Abstract

The aim of the current research is to propose a discussion around the nature of Philosophy teaching and the possible tools for this teaching, suggesting and presenting the methodology of educational games as an intervention tool for teaching practice, which is thought of in a philosophical manner. Regarding the discussions developed, Chapter One will address Walter Benjamin's view on games and the applications derived from his concept of spielraum as “space for maneuver.” Additionally, authors in the field of Philosophy education will be explored, such as Alejandro Cerletti, who proposes that we think about the conditions for this teaching by constructing a philosophy of philosophical teaching, as well as the roles of teacher and student. Another important author discussed is Desidério Murcho, who questions the nature and use of tools in a Philosophy class. In Chapter Two, we engage with the central problematic of a philosophical proposal, which is to answer the questions “what is philosophy” and “what does it mean to teach philosophy.” Thus, Chapters One and Two serve as the foundation for the intervention proposal presented in Chapter Three, which is an educational product based on the use of games as useful tools for philosophical teaching. Ultimately, the intervention proposal that was applied at CETI Ricardo Augusto Veloso from February to August 2024 was based on the discussions built, pointing to the feasibility and potential of games as a strategy that is current and effective for achieving the objectives of Philosophy teaching.