Ensino de filosofia: atitude filosófica em sala de aula

Abstract

This study, based on qualitative bibliographic research, aims to discuss both new and established forms and methods of philosophizing within secondary education, considering experience as the central element of the educational process and of subject formation. The research is grounded in the analysis of texts by philosophers and educators and seeks to deepen the understanding of what it means to develop a philosophical attitude in the classroom and in students’ everyday lives, with particular emphasis on the pedagogy of questioning as a formative practice. The paper critically examines the status of philosophy in education, arguing for its conception as an active practice of thinking rather than a mere transmission of content. It also analyzes the impact of contemporary educational policies on the teaching of philosophy in Brazil, especially the National Common Curricular Base and the secondary education reform, reflecting on their implications for the recognition and valuation of the discipline. The study explores the relationship between philosophy and subjective identity, addressing dimensions such as time, experience, memory, dream, and utopia, while problematizing the institutional and pedagogical challenges imposed by technicist models of education. In this context, the concept of the community of inquiry, based on the contributions of Matthew Lipman and its critical reconfiguration by Walter Kohan, is discussed as a possibility for an ethical, democratic, and transformative pedagogical practice centered on listening, authorship, and shared experience. The research also engages with Paulo Freire’s Pedagogy of the Question, highlighting dialogue, problematization, and the educator’s role in the gnosiological cycle as foundations of a liberating education. Finally, the study investigates the role of philosophy as a form of resistance to neoliberal thinking in education, emphasizing its critical potential in opposition to the logic of productivity and market-oriented technical training.