Estágio curricular supervisionado em Filosofia: análises a partir das percepções de licenciandos e de professores

Abstract

This doctoral dissertation analyzed the possible contributions of the Supervised Curricular Internship in Philosophy in the education of the future teacher of this discipline. The research problem was formulated as follows: What are the perceptions that pre-service teaching undergraduates and teachers of Philosophy have about the Supervised Curricular Internship? This investigation started from the assumption that experiencing, in the initial education, a philosophical experience contributes so that the pre-service teaching undergraduate has better conditions to mediate a philosophical experience with the students of Basic Education. The general objective was therefore to understand the perceptions of the pre-service teaching undergraduates and teachers in service on the contribution of the Supervised Internship to the training of teachers of Philosophy. The specific objectives were: a) to investigate how the Supervised Internship contributes to the education of the pre-service teaching undergraduate and to the point of view on what a philosophical experience is; b) to analyze the teachers’ perceptions about the Supervised Internship and the implications of the philosophical experience in their teaching. The theoretical frameworks that underpinned the investigation were guided not only by the philosopherphilosopher concept developed by the philosopher Manuel Carrilho but also by the understanding of Philosophy as concept creation formulated by Gilles Deleuze and Félix Guattari, in addition to the concept of philosophical reception developed by the philosopher Agnes Heller. The research subjects were graduates of Philosophy of the course of the State University of the North of Paraná (Universidade Estadual do Norte do Paraná - UENP) - third and fourth year classes of 2016 and 2017 – and Philosophy teachers that work in the state of Paraná in High School. The research is of qualitative nature and data were collected through questionnaires and interviews divided into four stages. The first stage consisted of the application of questionnaires with 46 academic students of the Philosophy course; the second stage was guided by the application of questionnaires with 208 teachers of Philosophy of Paraná; the third stage referred to interviews with academic 37 students of the Philosophy of UENP; the fourth stage involved interviews with 12 teachers of the State of Paraná. To organize the data, we used the discursive textual analysis and categorization of the answers through the Mathematica® software, in order to generate Clusters to be analyzed. The results show that the participating teachers understand the importance of teaching Philosophy as a philosophical experience; they understand the Supervised Internship as a first contact with the reality of the classroom, as a moment of experience exchanging and reciprocal learning. The pre-service teaching undergraduates realize that: being a Philosophy teacher means being able to learn and teach Philosophy, to assist in the critical capacity of the students; encyclopedic knowledge is presupposed for the philosophical experience; teaching Philosophy is to turn to critical thinking and to overcome common sense; finally, Supervised Internship is experience with the classroom and experience of the future condition of teacher. The thesis defended is that experiencing, in the initial education, a philosophical experience contributes so that the pre-service teaching undergraduate has better conditions to mediate a philosophical experience with the students of Basic Education.