Desafios contemporâneos na formação da cidadania no ensino médio

Abstract

This paper deals with the question of philosophy teaching in high school. We highlight the relationship between education and human construction, in which the school is responsible for transmitting knowledge and enabling the construction of knowledge and ethical and moral training of learners. In this work, we articulate the concepts of ethics and moral in the formation of the human being and in the process of education. We show their differences and the levels of moral maturity with education so that, from a classroom perspective, students and teachers can transform their participation in this process. To do so, we interviewed teachers of public and private school philosophy in order to identify how the teaching process occurs in these schools. As result of the research, we emphasize that all interviewed teachers find in their methodology a way of working on understanding the contents. They use different methodologies and tools but contemplate the moral ethical dimension in the classroom aiming at the future life of the students. In addition, everyone uses textbooks and other resources for their classes, such as dialogue. With this, the teachers are closer to the reality of the student. We also emphasize that the private school teacher receives higher charges to obtain better student performance in selection processes according to a statistical view of the results of each student, class and teaching-learning process.