O TEACHING PHILOSOPHY AND WRITING OF YOURSELF

the use of philosophical letter writing in technical High School

Abstract

The present work is a presentation of the results of scientific initiation research in the PIBIC-Jr/2019 Program (IFPR/CNPq), in which we propose to investigate the use of philosophical writing as a teaching technique in the philosophy component in the first years of the courses Technicians Integrated to High School at the Federal Institute of Paraná, Advanced Campus Coronel Vivida. The theoretical foundation starts from the readings of Agamben, Sloterdijk and Foucault to describe their contributions to the understanding of a new use of the technique. And from the Foucauldian perspective, we deepened the notion of writing of yourself to think of training as an agonistic experience, that is, as an attitude of uneasiness that makes philosophical writing a problematizer of everyday practices as a way of paying attention to the present and a relationship less abstract in teaching-learning. The methodology of this research consists of a theoretical study through bibliographic review and a practical investigation through the analysis of the philosophical letters written by the two new classes in 2019. The analysis of the data from the philosophical letters shows that writing enhances the problematization of oneself, contributing to the formation of a way of thinking attentive to what happens to us in the present.