CÍRCULO DE LEITURA E LETRAMENTO FILOSÓFICO: A leitura crítica como prática filosófica no Centro de Ensino Lucília Moreira

Abstract

This master's dissertation in Philosophy is part of the Professional Master's Program in Philosophy (PROF-FILO), coordinated by the Federal University of Maranhão (UFMA), within the area of concentration in Philosophy Education. The research addresses the formation of critical and reflective readers in Brazilian high school, especially in the face of a "reading crisis" observed in the school environment. Many students demonstrate low reading proficiency, lack reading habits, and face difficulties in textual comprehension. In response, this study aims to analyze how the teaching of Philosophy, through a Circle of Philosophical Reading and Literacy, can contribute to developing critical and reflective readers in a secondyear high school class at Centro de Ensino Lucília Moreira. The research is grounded in an interdisciplinary theoretical framework that encompasses the fields of education, literacy, and philosophy teaching. It draws upon the works of Cosson, Kleiman, Soares, Tfouni, and Freire, as well as Matthew Lipman‟s proposals on philosophical education for youth. The study articulates Freire‟s notion of critical literacy and culture circles with Lipman‟s community of inquiry, proposing their integration into philosophy classrooms as a means to foster meaningful reading practices. It also critically examines key Brazilian educational policies (LDB, PCNEM, PCN+, OCEM, and BNCC), emphasizing both their contributions and limitations regarding Philosophy as a discipline essential to citizenship education. Despite the marginalization of Philosophy in the current BNCC, the research argues that it is still possible to develop meaningful practices that promote philosophical literacy and student engagement through strategies such as reading circles. Methodologically, the study adopts a qualitative approach with a participant research design, involving the active role of the teacher-researcher in the classroom. The intervention included mediating reading sessions and observing student interactions, challenges, and progress during philosophical reading and discussions.