Evaluation of learning in philosophy: an aesthetic experience

Abstract

Evaluating the learning of high school students in a curricular component provides indicators for the construction of teaching strategies in this discipline. In this sense, this study is a multi-method approach, based on an evaluation research on a learning experience of students who participated in an extension project. The aim of this study was to evaluate the learning process of analysis and philosophical production of texts in the context of carrying out an extension project with high school students. Participated in the project a group of students of the second year of high school, at the time of the project, who from workshops on philosophical analysis of Greek mythological narratives, mediated by collective discussion, prepared the editorial texts that related the narrative deals with some sociocultural problem or history. Then, based on the knowledge produced, was built a theatrical presentation, as an aesthetic experience, aimed at high school students from a state public school, to encourage reading and interpretation of classic texts. After completing the project, an online questionnaire was applied to assess the experience of students, participants of the project, regarding learning about the understanding of concepts, perspectives of analysis and philosophical production of texts. The result of the research indicates that the students participating in the project developed skills in interpreting and producing texts in a philosophical perspective.