A utilização das tecnologias digitais nas aulas de filosofia no Ensino Médio

Abstract

The present work sought to verify the relationship between digital technologies and Philosophy classes, especially in high school. The general objective of the investigation was to verify how the use of new technological devices would be contributing to improvements in the teaching and learning processes of Philosophy. To this end, a systematic literature review was carried out, looking for work on the Scielo platform and on the CAPES thesis and dissertations catalog, as well as in other repositories. From the reading and choice of writings on the topic, seven papers were selected for analysis. The main focus of the investigation was the verification of how the use of new technological devices would be contributing to improvements in the teaching and learning processes of Philosophy, considering that, in the great majority, young students are inserted in a more technological and, given their characteristics, they have an easier time using innovations such as smartphones, videos, internet, among others. A detailed study was carried out in selected works that mainly report the practices of the researchers, that is, we sought to analyze the reports of their attempts to seek to bring Philosophy classes closer to young people, precisely with the use of new tools. The research approach was qualitative and the analysis carried out showed that the verified works focus on seeking a more effective participation of students, prioritizing student leadership in the construction of their own philosophical knowledge. All works signal the need for teacher mediation to assist in the development of student criticality. The main practices identified were related to the use of blogs, social networks, cell phones, quizzes, gamification, the creation of comic strips and the use of videos.