ACTIVE METHODOLOGIES IN TEACHING PHILOSOPHY

Abstract

Philosophy as a discipline has suffered many comings and goings in Brazilian education, whether because of legislation or ideological and governmental issues. It was only in 2008 that it became mandatory in high school, through law 11684. It aims to lead the student to build concepts and achieve autonomy later. However, there are several pedagogical possibilities on how to teach it. For a long time, traditional methodologies were used. Today, however, active methodologies are an excellent alternative to achieve this goal, because they use the student's protagonism as the main teaching method. In view of this, we sought to analyze two textbooks on Philosophy in wide use in the state of São Paulo, in order to verify the presence of such ways of teaching. Not many active elements were found, since philosophical teaching is still based on the traditional French line. In hypermodern times, a remodeling of teaching methods is necessary, with more efficiency and relevance to the generation attended.