Educação para a virtude: a phrónesis aristotélica como proposta de desenvolvimento das potencialidades dos alunos de filosofia no ensino médio.

Abstract

This dissertation examines the concept of phrónesis (practical wisdom or prudence) in Aristotelian philosophy and proposes its pedagogical application to Philosophy teaching in Brazilian high schools. The research is structured in three parts. The first provides a conceptual and philosophical analysis of phrónesis, addressing its etymology, Aristotle’s treatment in Nicomachean Ethics (Book VI), its relation to politics, its classification as an intellectual virtue, and its links to education. The second situates the concept within the contemporary context, understood as “postmodernity”, and discusses the related ethical and formative challenges. It also reviews Brazilian educational legislation — including the BNCC, Amazonas state norms, and local curricula — to identify legal grounds for teaching virtues and developing practical wisdom in high school. The third part focuses on pedagogical implementation, typical of professional master’s programs: a classroom progression was designed and carried out in two stages to foster students’ ethical judgment and practical reflection inspired by the Aristotelian tradition. Qualitative analysis of the results highlights contributions to the teaching of philosophy education, the role of phrónesis in ethical formation, and potential pedagogical developments. The dissertation shows that integrating Aristotelian thought with Brazilian educational guidelines enriches philosophy teaching and supports students’ ethical and intellectual growth.