Narrar para existir: práticas de storyteling como experiência filosófica na formação crítica do sujeito

Abstract

This dissertation investigates the challenges surrounding reading and the role of language in philosophy education, proposing storytelling practices as laboratories for philosophical experimentation and lived experience in high school. Chapter 1 analyzes the classroom environment from the perspective of Sílvio Gallo, linking philosophy teaching to the creation of concepts and a cross-curricular approach. Drawing on Brandão and Micheletti, it examines the circulation of texts and meanings, advocating for the school as a space for inquiry and philosophy as a pillar of human development, in opposition to the utilitarian view of schooling. Through the lens of Benedito Nunes, the relationship between orality and writing is discussed, serving as a bridge to Walter Benjamin’s analysis of the decline of experience (*Erfahrung*) and the crisis of narrative in the information age. In light of this diagnosis, storytelling workshops are proposed as a form of pedagogical mediation and a "ladder of experience" for the ascent of philosophical knowledge and the overcoming of obstacles to formative reading. Chapter 2 addresses the significance of the act of reading based on Paulo Freire’s work, establishing a convergence with Gallo by positioning philosophizing and dialogue as acts of resistance, aesthetic creation, and a break with *doxa*. It presents the concept, etymology, and role of storytelling in education—drawing on contemporary authors—and details the teaching dynamics within the workshops, tracing the dialogic movement from raising awareness to conceptualization, while highlighting the ethical-political implications for the formation of the subject. Chapter 3 details the methodological path and the nature of the research, justifying its normative foundations in relation to Law No. 14.945/2024 and the competencies outlined in the BNCC (specifically regarding student agency and aesthetic appreciation). It describes the research setting—a school characterized as a site of tensions—where the philosophical experimentation workshops were conducted. Finally, through an account of the experience, the stages ranging from the diagnosis to the pedagogical event are presented, highlighting the process of meaning-making—from narrative agency to the consolidation of *logos—as well as the tensions, practical adjustments, facilitating role of the teacher, and shifts in attitude that solidified the synthesis of this philosophical experiment.