Dom Costa e a experiência socioeducativa na criação do ITEC (1995-2002): o pioneirismo no ensino de Filosofia

Abstract

This work aims to investigate the history of an educational institution: the Institute of Philosophy and Theology of Caruaru - ITEC; Created in 1995 by the Diocesan Bishop Antônio Soares Costa, who had been transferred from the Archdiocese of Natal-RN to the Diocese of Caruaru-PE on December 19, 1993. To present and understand the history and school culture of this institution we will use as methodological reference the theorizations made by SAVIANI (2008); MAGALHÃES (2004); NOSELLA and BUFFA (2013) as a methodological reference. During the development of the research we found a remarkable characteristic in the progressive character in the form of Philosophy Teaching and a socio-politicizing pedagogy, carried from basic education by the bishop in the conception of this institute and in the composition of the curriculum of the Philosophy Course. Studies on the role the Catholic Church in Brazil, such as FERRARI (1968), CAMARGO (1971) WANDERLEY (1984) and PAIVA (2009); (2014), highlight the pioneering role of the Archdiocese of Natal in the development of a set of socio-pastoral and educational achievements that were called the Natal Movement. This aspect ended up giving the Philosophy taught in this institute, in general, a hermeneutic approach from the main Latin American thinkers, markedly influenced by the with Liberation Theology, popular education and social commitment, which made possible an analysis of the conjuncture of reality based on praxis and a free encounter with philosophical contents, without the rigid Catholic doctrinal enphasis. The fusion of these educational aspects materialized a pioneering philosophical teaching in the rough of Pernambucano, committed to the social environment of the students that ended up provoking a constant need for critical-reflexive analysis of reality. This educational action establishes links with concepts present in the thinking of ARENDT' (2011); (2013), mainly about responsibility to the common world. We find in ITEC the social commitment as a result of this liberating pedagogical practice, present in the struggles for the transformation of the structures of Society´s strutures and humanization of community relations.