Filosofia e seu ensino: da inter à transdisciplinaridade

Abstract

The teaching of Philosophy in secondary education faces significant challenges stemming from the predominance of pedagogical practices centered on the transmission of theoretical content disconnected from students' lived experiences, thereby limiting both their engagement and their understanding of the discipline's formative relevance. In response to this context, the present study aims to analyze the theoretical, philosophical, and legal foundations of approaches that seek to overcome disciplinary fragmentation, with particular emphasis on interdisciplinarity and transdisciplinarity, in order to develop and implement a didactic-methodological strategy that fosters dialogue between Philosophy and other fields of knowledge. This research adopts a qualitative approach, grounded in collaborative action research, involving teachers from the disciplines of Philosophy, History, Biology, Arts, and English Language. As its theoretical and methodological framework, the study employs philosophical hermeneutics as a tool for data interpretation and analysis, drawing primarily on the contributions of Hans-Georg Gadamer, whose perspective conceives knowledge as the outcome of dialogue and the shared construction of meaning. As an educational product, the study developed and implemented the Transdisciplinary Interactive Didactic Sequence for the Teaching of Philosophy: Application of the Hermeneutic-Dialectical Circle, which was carried out with second-year secondary school students at a full-time public school in Manaus, Amazonas, Brazil. The proposed approach sought to promote a complex understanding of reality by integrating philosophical, scientific, historical, linguistic, and artistic knowledge, in contrast to fragmented educational practices. The findings revealed significant advances in students' critical, reflective, and argumentative thinking, as well as increased engagement in pedagogical activities, indicating that transdisciplinarity represents a meaningful and effective educational approach for the teaching of Philosophy.