Esclarecimento e autonomia: contribuições para o ensino de Filosofia no município de Borba a partir do pensamento de Immanuel Kant

Abstract

This dissertation analyzes to what extent the concept of Enlightenment in Immanuel Kant can support pedagogical practices aimed at strengthening intellectual and moral autonomy, the formation of judgment, and ethical responsibility in the teaching of Philosophy in a public high school in the municipality of Borba, Amazonas, Brazil. It starts from the understanding that Philosophy, when reduced to the transmission of content or the repetition of concepts, loses part of its formative strength, especially in school contexts marked by institutional, social, cultural, and territorial challenges. The theoretical framework articulates Kant’s essay on Enlightenment, the notion of autonomy as rational self-legislation, and elements of Kantian reflection on education and moral formation, in dialogue with the reality of Amazonian public schools and with curricular guidelines for high school education. Methodologically, this is a qualitative study, with a bibliographic, documentary, and interventionist-formative character, developed through theoretical studies, analysis of national and state curricular guidelines, and the implementation of a pedagogical intervention with high school students. The intervention was organized through guided reading, philosophical problematization, conversation circles, guided debates, analysis of problem situations, and reflective written productions. Data treatment was guided by thematic content analysis, considering field diary records, students’ statements, teacher observation, and written productions. The results indicated formative evidence related to the expansion of student participation, the appropriation of philosophical concepts, the strengthening of argumentation, ethical reflection, and the recognition of Philosophy as a meaningful practice for interpreting reality. As an outcome of the research, the educational product entitled Philosophical Didactic Sequence: Reading, Problematization, Argumentation, and Reflection in High School was developed, intended to support Philosophy teachers in creating pedagogical experiences focused on dialogue, problematization, critical analysis, and the construction of well-founded positions.