Cadernos de formação: ensino de filosofia, lições do poeta Manoel de Barros

Abstract

The thesis addresses the theme of teaching philosophy in a complex key, within the scope of Brazilian basic education and focusing on the sphere of teacher education. My interest is demonstrating how the reconnection of different knowledge is useful to expand the reflection on teaching that promotes the use of creative, autonomous, imaginative and critical thinking. We call the chapters Cadernos, because it was the notes taken by me during the classroom experiences that served as a resource to access memories, meetings and dialogues between students and other teachers. I also consulted class diaries, lesson plans and school projects, which were the drivers for the self-critical reflection of philosophy teaching. As my intention is to work on a philosophical, abstract and speculative thought about the world and life, I took Manoel de Barros' poetic philosophy as the main contribution, in addition to other artistic manifestations. Our hypothesis is that there is a becoming-child in the manueline poetry that philosophy, thought in a broad sense, needs to rescue. In this way, poetry, research and philosophy are called upon to walk together in constant dialogues and crossings. As we resignify the pedagogical curriculum we learn and teach that there is no age for learning philosophical thinking. Philosophy as an education for complexity has the challenge of oxygenating curiosity, imagination, good thinking and, consequently, stimulating good living.