How art can lead us to philosophical thinking

Abstract

This article aims to investigate the use of Art as an educational tool in Philosophy teaching, proposing a more engaging lesson connected to students' reality. Regarding Philosophy in High School, the National Common Curricular Base guides teachers to develop critical skills, and for this reason, teaching and learning should not be limited to mere knowledge transmission. The article discusses the contrast between traditional and active methodologies and argues that the latter are more suitable for fostering skill development. The proposed approach is that lessons should begin with a moment of student sensibilization, offering a dynamic learning environment that can serve as a workshop of ideas. The development of this work is based on the methodology created by Professor Sílvio Gallo, which consists of four stages: sensibilization, problematization, investigation, and conceptualization. The article explores a way to implement the sensibilization stage through artistic works. This approach allows the class to evolve into a true philosophical laboratory, creating a meaningful connection among students, teachers, and the themes. The traditional teaching methods prevalent in many High School classrooms are challenged by the importance of active student participation in knowledge construction. Practical examples are presented to illustrate how to integrate Art into Philosophy classes using an active methodology.