Interactions between daily and philosophical concepts in Philosophy as a high school discipline

Authors

  • Cleder Mariano Belieri UEM
  • Marta Sueli de Faria Sforni Universdiade Estadual de Maringá
  • Maria Terezinha Bellanda Galuch UEM

Keywords:

Teaching, Conceptual learning, Philosophy.

Abstract

In the context of discussion on Philosophy lessons in high school education, this research seeks to understand the relationship between the development of spontaneous and philosophical concepts in teaching activities. The study analyzes philosophy lessons with fourth year students of a course in Information Technology at a State college in Paraná, Brazil. The analysis was based on the premises of Historical and Cultural Theory. The results show that the appropriation of philosophical concepts offers the students opportunities for more complex interaction with the world, since these concepts, as symbolic instruments produced throughout the history of Philosophy, enable the student to overcome opinions derived from personal experience. We also observed, in the student’s development, a relationship of resistance and interdependence between spontaneous concepts and the systematized concepts of Philosophy.

Author Biographies

Cleder Mariano Belieri, UEM

Professor de Filosofia e História da rede Estadual de Ensino do Estado do Paraná e mestrando do Programa de Pós-Graduação em Educação (PPE) na Universidade Estadual de Maringá (UEM).

Marta Sueli de Faria Sforni, Universdiade Estadual de Maringá

Professora de Didática e Prática de Ensino do Departamento de Teoria e Prática da Educação e da Pós-Graduação em Educação da Universidade Estadual de Maringá

Maria Terezinha Bellanda Galuch, UEM

Doutora em Educação pela Pontifícia Universidade de São Paulo (PUC); Professora de Didática e Prática de Ensino do Departamento de Teoria e Prática da Educação e do Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá.

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Published

2010-05-06

Issue

Vol. 10 No. 1 (2010)

Section

Articles

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