The teaching of philosophy and philosophical writing: the experience of self-writing in high school

Abstract

The current paper is a presentation on the results of the scientific initiation research in the PIBIC-Jr/2020-2021 (IFPR/CNPq) program, in which we aimed to investigate the use of philosophic writing as a technique of learning in the philosophy subject of first-degree students of the courses Technicians Integrated to High School, in the Instituto Federal do Paraná, campus Avançado Coronel Vivida. Stem from theoretical foundation in the concepts of the care of the self and self-writing, we described the education as an agonistic experience, that is, as a restlessness attitude that makes the philosophical writing a tool of problematization of daily practices to pay attention to the present and a less abstract relation to learning. The methodology of this study composes of a theoretical study through bibliographical revision and practical investigation by the analysis of philosophical writings produced by the two entrant classes in 2020. The analysis of philosophical writing data indicates that the writing enhances the problematization of the self, contributing on the development of a way of aware thinking about what happens in the present.