A educação platônica e o despertar filosófico através da música

Abstract

This dissertation aims to present a study conducted in two public schools in Manaus/AM regarding the feasibility of using music as a didactic tool to integrate philosophy classes into high school education, in order to prevent the separation between the act of teaching and the action of awakening students' interest in the discipline The research conducts a literature review of Plato's political-pedagogical proposal, as presented in the book The Republic, particularly in Book VII. Employing a qualitative approach and the method of philosophical hermeneutics, the study utilized a didactic sequence to incorporate music, integrated with teaching strategies, as a facilitating instrument for understanding philosophical themes. The objective is to analyze how the educational model proposed by Plato in the 4th century BCE can be used as a reference for adapting active methodologies that contribute to the development of philosophical competences and skills in students. In the scope of pedagogical practice, the study utilized the students' musical repertoire to gather information and develop teaching methods that stimulate the use of didactic resources in philosophy classes, thereby contributing to the teaching-learning process. With this methodological approach, the study presented, as a product, parameters for the use of music in high school philosophy classes, promoting a connection between the philosophical concepts contained in the syllabus and the concepts present in the analyzed songs. The research articulates the Platonic philosophical Paideia and pedagogical practices that utilize music as a didactic resource, supporting public school teachers in creating teaching strategies that encourage autonomy and critical thinking in students.