O autoconhecimento e o reconhecimento do outro : possibilidades emancipatórias no ensino e aprendizagem de filosofia.

Abstract

The research for self-knowledge and recognition of other human being as an emancipatory possibility in teaching and learning Philosophy aimed to analyze the teaching practices, in the classroom, in High School from Escola Técnica Estadual Senador Enersto Dornelles in Porto Alegre. Four activities were made to develop the study among the students, such as: to watch inspirational movies about the theme of the research, in which Questions and Answers were made as a result for further analysis; textual production of autobiography as a teaching resources; a practical activity as a possibility to the students to put themselves in other students shoes to build an empathy and a recognition notion about the others students. Finally, a final evaluation, as a manner to have the same experience felt before, creating summaries on what the students have learned, judging the significance the experience of defining themselves and recognizing the other students. The theoretical reference was based on “Communicative Action” by Habermas, “Genetic Epistemology” by Jean Piaget and “Liberating Education” by Paulo Freire, assumptions, which helped the students to think about their own behaviors and to organize what they have done, categorizing them by their pedagogical meaning. It was considered the “communicative action” between thinking and philosophizing intersubjective manner, by the language, speeches, and the students’ writing analysis and synthesis, which was possible the “understanding” by “reflective abstraction”, in what the individual understands the way to think not only by itself, that happens when the students can get over the subjective level and achieve the cooperation intersubjective thinking and acting, recognizing themselves in the other student (classmate) mediated by the speech. The methodology used qualitative research denominated as an action-research, which in this study was used “active methods” of dialogical character in the way to take samples to be analyzed. So, the synthesis of the analysis of philosophizing and pedagogical activities serves to confirm the suspicion that the emancipatory potential in teaching and learning philosophy between the self-knowledge and the recognition of the other classmates.