Tornando-se sujeitos da aprendizagem filosófica: experimentações, modelagens e análise cognitiva de um ateliê filosófico na formação de professores/as

Abstract

This thesis revolves around the main problem of philosophy learning in teacher education. Given the gap in studies focusing on learning, rather than solely teaching, philosophy in teacher education, the research addresses issues related to the role of the individual in their philosophical learning within university teaching and the dissemination of this knowledge to the broader community. The objective is to construct a formational framework for the development of philosophical learning and to highlight its implications in the teacher education process. The approach is qualitative with a phenomenological inspiration, utilizing experimental workshops, participant observation, field diaries, and semi-structured interviews as methodological tools. Regarding the research question, we inquire: What is this: philosophical learning in teacher education? From this foundational question, two important inquiries unfold. The first is: how does the Philosophical Workshop (Ateliê Filosófico) mobilize the agency of teacher education students in relation to philosophical learning and what is its connection to their education? The second, considering the experiences of these students, questions which knowledge, practical skills, and theoretical insights are formative within the Philosophical Workshop? The empirical sample consisted of six students from different teacher education programs at a public university in the state of Bahia. The analyses were based on an analytical framework comprising three aspects: ontological, epistemic, and ethical-aesthetic. The epistemic foundation is Polilogical Theory, encompassing the realm of Cognitive Analysis (AnCo). In its engagement with knowledge, Cognitive Analysis involves the development of an ecologized thinking awareness, capable of reconnecting the dimensions of life, human aspects, and various forms of knowledge in the processes of understanding, generation, and dissemination of knowledge. Polilogical Theory emphasizes different modulations of human experience across four modes of creation: art, science, philosophy, and mysticism. The results underscore the creation of the concept of "polilogical craftsmanship" as a macroconcept that contributes to the understanding of the phenomenon of learning radical ontological difference, stemming from the unique and diverse structural dynamics of each learner in their processes of self-organization, self-regulation, and new emergences. In summary, the Philosophical Workshop functions within the process of materializing a cognitive design in teacher education, fostering ecoformative dynamics in the management of one's own life, attentive to the cognitive complexity of contemporary knowledge and information society, with a focus on the learning of philosophy.