Ensino de Filosofia e sua contribuição para formação do pensamento crítico no ensino médio

Abstract

The general objective of this dissertation is to present the process of designing and implementing a didactic sequence aimed at developing critical thinking, using the logbook produced by high school students as the textual basis for the systematization of ideas. The sequence consisted of six classes, planned based on content indicated by a teacher working in the teaching of Philosophy. The theme of this study was oriented toward the exercise of critical thinking, and the research problem was formulated as follows: to what extent is it possible to improve the teaching of Philosophy in the classroom by grounding it in Critical Theory, in order to contribute to the development of critical thinking among high school students in the face of the challenges imposed by society, recent educational policies, and the dominant technical rationality? The central hypothesis maintained that, despite structural and curricular limitations, it is possible to develop consistent philosophical practices capable of recovering the emancipatory meaning of Philosophy, thereby contributing to the formation of autonomous, reflective, and socially engaged subjects. Specifically, this study aimed to: understand the concept of critical thinking and its epistemological foundations; analyze the National Common Curricular Base (BNCC) and the Curriculum Document of the Territory of Tocantins (DCT), seeking to understand the purposes attributed to the teaching of Philosophy, with emphasis on the context of the state of Tocantins; discuss the impacts of recent educational policies, such as the BNCC and the High School Reform, on the teaching of the discipline; and investigate the contributions of Critical Theory, especially from the works of Adorno (1995), Adorno and Horkheimer (1985), as well as thinkers such as Macedo (2021), Bugs (2024), Pimenta (2007), Pucci (2021), Almeida (2022), Cerletti (2008), Gallo (2006; 2013), and Oliveira (2024). At the end of this process, it is expected to demonstrate that the teaching of Philosophy, when guided by critical and emancipatory principles, can contribute to overcoming the logic of alienation by promoting in students the capacity to think, act, and consciously transform the reality in which they live. It also aims to show that it is feasible to integrate resources such as the logbook into a well-structured didactic sequence, making Philosophy classes more meaningful, inclusive, comprehensible, and systematized.