Uuma leitura sobre o ensino de Filosofia à luz de Nietzsche: a Filosofia no ensino médio a partir do questionamento e análise da realidade

Abstract

This research aims to study the methodological possibilities for the teaching-learning philosophy in high school based on Nietzsche. It intends to show that philosophy should not be simply a curriculum component or a mechanist tool but a way of living, affirming, and transforming life. For this study, we used the methodology of literature review. The text contains three chapters. The first one presents some elements of the modern debate between German philosophers Kant and Hegel related to philosophy teaching from that Nietzsche establishes a diagnosis about the disease of modernity. Kant proposes philosophizing teaching through autonomy, whereas Hegel defends philosophy teaching through the history of philosophical ideas. In both, we can observe a rationalist philosophy teaching contested by Nietzsche when he proposed the transmutation of values and attitudes that affirm life and produce pleasure in living. The second chapter exposes the history of philosophy teaching at the high school level in Brazil from the perspective of Evaristo de Moraes Filho, writings by Celso João Carminati, Zita Ana Lago Rodrigues, and national laws and decrees. Through them, we can see how this teaching has happened and still happens among us and the importance of this debate. Furthermore, through the text Princípios e possibilidades para uma metodologia filosófica do ensino de filosofia: história, temas, problemas (2013), by Guido, Gallo and Kohan, the methodological perspectives existing and used in the country are presented: historical, thematic and problematic perspective in which is established a relationship with the proposals by Hegel and Kant. It is suggested a teaching-learning from the questioning and analysis of reality based on the affirmation of life and the construction of new values for the pleasure of living, inspired by Nietzsche. The third chapter presents and analyses texts produced by the group Filosofar e ensinar a filosofar from the Associação Nacional de Pós-graduação em Filosofia (Anpof) published between 2013 and 2019 through the perspective of teachers of philosophy who also start from the Nietzschian proposal. These references propose to foster the dialogue related to a methodology for philosophy teaching in high school that can contribute to the denaturalization of reality, which is another intention of this study. It’s possible to say that philosophy teaching through the perspective of reality makes philosophy go beyond the character of just being a discipline or science with ready answers and deal with a way of questioning and analyzing reality, acting on it.