Diálogo e comunicação em Habermas no ensino de Filosofia no Colégio Estadual Jardim Paulista em Araguaína Tocantins

Abstract

This paper emphasizes the importance of teaching philosophy in high school through dialogue and communication, based on the thinking of philosopher Habermas. This paper conducts a qualitative and ethnographic methodological analysis of philosophy teaching at Jardim Paulista State School in Araguaína, TO. The study uses a relationship proposed by Habermas' theoretical framework of Communicative Action with classroom practice with two second-grade classes to enable clearer reflection on philosophy teaching. A practical methodological intervention was conducted using dialogue and debate in the classroom, forming four groups of debaters from the two classes at the school, one from the morning shift and the other from the afternoon shift, providing an opportunity for critical reflection on proposed topics. From the four groups from each class, one team from each class advanced to the final debate, titled "The Great Challenge." Furthermore, a questionnaire was administered to the students, and the responses were analyzed and discussed within the theoretical framework of Habermas's philosophy of dialogue and communication. Thus, the discussion presents a reflection on philosophy teaching in northern Tocantins, emphasizing its need for more critical and participatory students in promoting a better society through dialogue, communication, and philosophical reflection permeated by the communicative action proposed by Habermas.