Filosofia E Educação: A Relação Com O Saber Em Tempos De Racionalidade Técnica.

Palavras-chave

Filosofia; Relação com o saber; Formação integral

Autores

• Gabriel Jorge 0009-0006-9579-1416

Abstract

The paper discusses the teaching of Philosophy as a device for integral formation that mobilizes students’ relationship with knowledge, articulating epistemic, ethical, and political dimensions. Drawing on a recovery of the ideal of Paideia and contemporary contributions in the light of critical pedagogy, it argues that Philosophy, when lived as problematization, dialogue, and parrhesia, shifts schooling away from technicism and massification toward practices that elicit authorship, judgment, and argumentation. It analyzes the tension between the promise of autonomy and the demands of control within school culture, indicating that philosophical practice sustains critical processes of subjectivation in the face of educational neoliberalism and the cognitive superficiality associated with digital media. Thus, the Philosophy classroom is proposed as an experience of language and reflective distancing that reorients the relationship with knowledge: from content consumption to the production of meaning, from conformism to emancipation. It concludes that such practice strengthens critical awareness, care of the self, and democratic participation, making Philosophy indispensable.