Autonomia em Paulo Freire na prática do ensino de filosofia: uma proposta a partir do jogo de tabuleiro.

Abstract

This dissertation is the result of research and studies that seek to answer the following question: How can the autonomy of the subject be developed in the practice of teaching philosophy through the pedagogical experience of the board game? Our initial hypothesis is that the board game can offer elements that help develop autonomous thinking in high school philosophy students, because as they play they will debate the content that will be worked on in the game. The proposed research was based on books and scientific articles, as well as on the data obtained in the classroom, which were of fundamental importance for the construction of the results from the interventions carried out. The field of research took place at the Professora Neir Alves Porto Integral Technical Citizen School, located in the city of Santo André-PB, with students from the 3rd grade of the integral technical high school as participants. The board game had the function of reviewing the content and stimulating critical thinking, promoting the protagonism of the subject who, with each game, built up their knowledge, becoming able to give their opinion and reconstruct their concepts. In our theoretical discussion, we saw Paulo Freire's contributions in the category of autonomy, since he argues that education should promote autonomy, since students should be trained to think critically and act with freedom in their personal and social lives. The project in question here sought to contribute and present the board game as an educational tool, which can be used by teachers of basic education and undergraduate philosophy students, using it as a different method of pedagogical resource.