Sócrates Educador: leituras e debates filosóficos com o uso de tecnologias digitais

Abstract

The dissertation seeks to demonstrate how the application of reading and interpretation techniques for philosophical texts in the classroom, with the aid of Digital Platforms, can be successfully used as a resource for the development of philosophy learning in High School. What are the educational elements in Plato's "Laches" in light of Foucaultian concepts and the Socratic method as a technology in the formation of the citizen? To answer this question, it is necessary to identify the educational elements present in the Platonic dialogue "Laches" in light of the Foucaultian concepts of parrhesia, examination, and epimeleia, as well as the Socratic educational practice that operated as a technology in the formation of the citizen. Interpret Plato's dialogue "Laches" through a three-dimensional analysis (textual/thematic/interpretative), demonstrating that the Socratic method is linked to the Foucaultian epimeleia heautou. Promote dialogical spaces in the classroom based on "Laches" and other texts as tools on digital platforms. The research is qualitative, genealogical, phenomenological, and hermeneutical, using data collection as its instruments. Through the structural and genetic analysis of Plato's dialogue Laches, the stages of the work were developed: contextualization, documentary record, examination and survey of the text, consultations with commentators, and then the indication of the techniques used for reading and interactive in-person and online classroom activities. The empirical basis of the research was the personal experience of the researcher, who for over fifteen years worked as a teacher in public and private schools in the state of Amazonas. The results were synthesized into a proposed model for using Laches as a didactic text in the classroom, with the aid of digital platforms, for teaching philosophy in High School.