From Rousseau's theory to Freinet's pedagogy: an inspiration for teaching Philosophy from the perspective of inclusive education

Abstract

This research addresses how Rousseau's work Emilio influences
Freinet's pedagogical practice and the teaching of philosophy
from the perspective of inclusive education. The problem of
this research arises from the manifestation of Philosophy
teachers at Colégio Estadual de Casa Nova - CECN, who during
the Pedagogical Journey state that their students with disabilities
do not interact in class activities and that they do not know how
to promote their performance and interaction in classes. Given this
fact, this dissertation aims to develop a pedagogical implementation
of Philosophy teaching at CECN, which promotes inclusive education. As for the methodology, it is a research proposal focused on
bibliographic analysis, using dialectical, inductive and deductive
methods and will address three central points: Emílio de Rousseau
and works by Freinet; the methodologies and pedagogical practice
predominant in teaching Philosophy at CECN and the implementation of
Philosophy teaching from the perspective of inclusive education. Finally, a questionnaire with open questions will be applied to
students and teachers teaching Philosophy at CECN, with the aim of
identifying which is the predominant pedagogical practice, which are
possible improvements in teaching and learning and which methodologies
and activities that promote greater participation, protagonism and,
consequently, inclusion in the classroom.