Philosophical problems as a teaching methodology in basic education – a reflective and purposeful critique of its possibilities ; Os problemas filosóficos como metodologia de ensino na educação básica - sua contribuição para estimular o pensar crítico

This paper aims to investigate the contribution of the use of philosophical problems as a teaching methodology in basic education. This research was bibliographical and used the reflective critical qualitative methodology. The main specific objectives to guide data collection and three-point analysis: 1) the reality of philosophy at school, situating how philosophical thinking can be worked in this modality of teaching; 2) the philosophy in the different spaces of educational practices, using philosophical problems; and 3) thinking about a systematized methodology, taking the students as protagonists of this process. In the first part of this research, the reality of the approach of philosophy was founded and the importance of the thinking to be developed at school. Forward, there was a need for teaching practice prepared for the restlessness, the new, the questioning in which the teacher himself exercises philosophizing, so that the use of philosophical problems can serve as a tool. At last, a teaching methodology based on philosophical problems was addressed and their contributions to the training of students. The research concluded, recognizing that critical education is important in basic education, and philosophical problems are a rich and possible method for the experience of autonomous and reflective thinking. ; Este artigo busca investigar a contribuição do uso de problemas filosóficos como metodologia de ensino na Educação Básica para estimular o pensar crítico. Foi uma pesquisa bibliográfica e baseou-se na metodologia qualitativa crítica reflexiva. Os objetivos específicos que orientaram o processo de coleta de dados e análise foram três pontos: 1) a realidade da filosofia na escola, situando de que modo o pensar filosófico pode ser trabalhado nesta modalidade de ensino; 2) a filosofia nos diferentes espaços das práticas educativas, utilizando os problemas filosóficos; e 3) pensando numa metodologia sistematizada, tomando os educandos como protagonistas deste processo. Na primeira parte da pesquisa, ...