O CUIDADO DE SI COMO PRINCÍPIO EDUCATIVO PARA O ENSINO DE FILOSOFIA NO ENSINO MÉDIO

Abstract

The research presented here is on the teaching of philosophy in the Brazilian high school, covering its history as a discipline and practice in school today. The questioning on teaching philosophy here proposed aims to contribute to the discussion of a teaching philosophy that is based on self care, facing the Philosophy as a way of life. The main objective of the research is to analyze the relevance of self-care as an educator principle of philosophy classes in high school. To accomplish this, it made an approach to the historical aspects of philosophy as a discipline in schools, from colonial Brazil until today, to understand the constitution of Philosophy as school discipline, which has influence in the sparse literature on the teaching of philosophy especially for non-academic educational levels. There is also research on the key documents that guide the philosophy of work currently at the federal level and the state of Paraná, trying to analyze what sound the main guidelines for the teaching of philosophy today. The study of self-care comes in the sequence, which for this research has focused on studies conducted by the French philosopher Michel Foucault, which mainly analyzes the practices of other Greek and Hellenistic, addressing the historical aspects of the term and the practices that were executed, which for him, is a set of experiences and techniques that the subject develops and that helps you transform yourself, working out his life as if it were a work of art. The stylization of life as a work of art refers to what Foucault calls the aesthetics of existence, ie, the exercise of self-care is to contribute to the constitution of the subject, taking the reins of your life and making it what he wants , free, autonomous and responsible manner, but that is not selfish way, but we assume its construction with each other and living together in society. After this study, it is made a reflection on the philosophy of education in high school and two didactic transpositions of other practices, such as proposals to be implemented taking care of themselves as the foundation, in the sense orientation to the philosophy classes.