A roda de experiência do pensar: a complexidade no ensino-aprendizagem de filosofia

Abstract

The research investigated the possibility of a teaching-learning in Philosophy which is based on the paradigm of complexity, proposed by Edgar Morin, and in the experience of thinking, according to Walter Kohan’s approach. Reforming thinking in the light of a global approach of the human being integrates knowledge, fosters a re-signification of knowledge — especially philosophical knowledge — and encourages a pedagogical practice that is critically oriented to citizenship. The research was qualitative and participatory, characterized by the exercise of transdisciplinarity in the meetings of the "Wheel of Experience of Thinking", a didactic pedagogical proposal linked to the "Philosophy and Social Sciences Practices" taught at a municipal school in Cariacica. The literary text, experience of thinking and complexity in the teaching-learning of Philosophy, brings us closer to teach to philosophize rather than the teaching of Philosophy as ready content of the Western tradition. When opening doors to various dimensions, literature provokes a reaction in the reader-student in their way of inhabiting the world. Some texts, such as short stories, can better achieve the conflicts that our students face in their lives, allowing them to express emotions while establishing ways to ask about multiple complex problems which integrate all areas of knowledge and generate experience of thinking.