When reading fairy tales to high school students, as a Philosophy teacher, I saw not only their enjoyment of the moment, but also the contributions that these texts had to offer in the formation of philosophical consciousness, through their imaginative presentation of reality. After an accurate approximate reading of philosophical texts, we arrived at an assertion that the image can be an enabler or an obstacle to knowledge and that the imagination is a vehicle for interpreting images. This dissertation seeks, through the analysis of the work Da Alma and some other texts by Aristotle, not only to conceptualize what imagination is and how it is a condition for knowledge, nor only to characterize the other faculties of the soul that will be listed. together with its functions, within the psychology and epistemology of the Stagirite, but also through understanding this process, understanding the importance of educating our imagination as a resource for the Teaching of Philosophy. In the first part of this work, based on the reading of Aristotle, we seek to develop our hypothesis that there is a process of internal apprehension of human knowledge, which needs to be respected to the point that educational projects must be based on it. We will try to update the question proposed from the Stagirite, using the thoughts of two philosophers/poets, G. K. Chesterton and C. S. Lewis, regarding the importance of phantasia/imaginatio. According to these contemporary writers, there is madness, escape from reality and lack of commitment to being in the rationalist and idealist cultures of the current centuries, in great contrast to what occurs with fantastic literature linked to what they call “fairy tales”. In effect, modern man has acquired bouts of madness, according to the Orthodoxy of G. K. Chesterton (2018), which makes him reject the universe and create a parallel reality for himself, according to a structure of thinking in which modern reason imposes a gap between the world he imagines and the principles of being. From C. S. Lewis we approach works such as The Discarded Image (2015), The Weight of Glory (2017), and his booklet The Abolition of Man (2005), aiming to think about an education of man that values the cultivation and exercise of imagination, according to the deepest roots of common experience. From these two authors, we seek to explain how classic fairy tales are rich in reasonableness, because they are the result of an imagination that is willing to mediate the experience of reality and reason, according to a tradition fed by common sense, revalued by Aristotle, Chesterton and Lewis. Finally, in the last section of the dissertation, these discussions will inspire action research, to be carried out as seminars, as recommended by Mortimer Adler (2014), described in his text How to speak, how to listen, aiming at the use of fantastic texts (myths and fairy tales) for the introduction to philosophy of students in the 1st and 2nd year of high school. The texts will initially be read aloud and then, in an exercise that involves imagination and thinking, they will serve as a basis for discussing philosophical problems linked to sub-areas of Philosophy, to which the same texts lead us.

This dissertation aims to use the curricular component Life Project, present in the New High School, as a strategy for the exercise of philosophizing, considering that Philosophy has a reduced workload, making it difficult to stimulate critical, reflective and creative. Philosophical reflection permeates the concept of constitution of the self, by social philosopher George Hebert Mead (2010), regarding intersubjective experiential memory, a concept present in Medeiros (2016), based on the guidelines proposed for the New Potiguar High School (2021) , in which the Life Project should not only be planning to achieve professional goals, but mainly to awaken in the subject the meaning of their existence and constitute a Self. Thus, this interface will take place through the Guidelines for Training Itineraries, especially “The Life Project”, articulated with the social philosophy of George Herbert Mead (2010), as a strategy for the exercise of philosophizing, forming protagonists and consequently constituting a social self - looking at “oneself”, the “other” and society. Taking as a basis the search to develop the student's citizenship and autonomy, unite philosophical practice with the “Life Project” around the formation of the student's life. Within the Training Itinerary curriculum, the possibility of working on content that develops areas of desire through the construction of a “Project for Life” opens up. The work aims to assist in the construction of a plan for their actions, through debates with themes that are directly associated with life practice, leading them to think, developing strategies that open up dialogue and that encourage the acquisition of the content to be worked on. in the Life Project, involving themes from students' daily lives, providing a search for knowledge and appreciation of “themselves” and their life stories.The concepts that guide the research are from the philosopher, sociologist and social psychology, George Herbert Mead (2010), in the theoretical-methodological aspects of symbolic interactionism by Herbert Blumer (2017), Mead and his commentators such as Phillip (1996), Casagrande ( 2012), Medeiros (2016) and Dantas (2020); the National Common Curricular Base – BNCC; the New Potiguar High School (2021); which aims to seek knowledge of “the self” and the construction of an identity, through social relations, and the construction of experiential and historical memory, as a result of the experiences of a collective memory by Halbwachs (1990), education and science linked to problem solving. These concepts must be mediated in an environment of reflection, listening and dialogue at school. In Mead's theory, this process of interaction leads to the construction of an identity, and these will contribute to the personal and social growth of students.

The teaching of philosophy from wiki collaboration is a didactic action employed through digital information and communication technologies, in which, through the application of an active methodology, students interact with philosophical themes in a practical and protagonist way. The objective of this research work is to examine how the use of digital technologies through wiki collaboration promote learning of philosophical themes and concepts, in this sense, DICTs represent an opportunity to expand teaching methods and learning modes in the discipline of philosophy through of the use of digital media. In this study, the idea is defended that the application of digital technologies in the teaching of philosophy provides learning to students. The methodology is qualitative in nature, the approach is a case study. A theoretical-practical study was carried out through the Moodle platform in which students lived an experience of learning philosophy in an active, interactive and cooperative way, with the purpose of understanding philosophical themes and concepts, in this regard, the results were positive , demonstrated students' learning in the discipline through wiki collaboration and the use of digital technologies. The study provided students with philosophical subject learning through TDICs, as well as the improvement of their skills in digital literacy, an essential competence in a technological society.

The research entitled Philosophy as a spiritual exercise in Pierre Hadot: Rethinking philosophical teaching with a view to autonomy and intellectual emancipation of students in high school is born from the concerns that often arise in the imaginary and the experience of teachers and teachers. Thus, derived from the teaching practice, several questions and problems inherent to education imply the teacher who, to a greater or lesser degree, begins to seek referrals that can contribute to the achievement of a more fruitful pedagogical practice, a scenario in which the role of teacher is rediscovered with that of researcher. Among so many questions, the achievement of the objectives of Brazilian basic education today and the space destined to philosophy and its teaching emerge as fertile grounds for the establishment of several discussions, among them one that appears as a problem of this investigation: the emancipatory character of philosophy and philosophical teaching in Brazilian formal education. Faced with the problem presented, this investigation begins to admit the hypothesis of a certain philosophy, considered a way of life and explained through the so-called spiritual exercises, among them dialogue, which contributes to the autonomy and intellectual emancipation of the subjects, thanks to the (trans)formation of the being that they can give birth to. To face the problem-issue, we propose a literature review that allows an approximation between philosophical concepts extracted from Pierre Hadot's thought, in the work Spiritual Exercises and Ancient Philosophy (2014a), with other ideas found in The ignorant master – five lessons on intellectual emancipation (2002), by Jacques Rancière, without leaving aside the contribution of other thinkers, such as Michel Foucault and Walter Omar Kohan. The investigation, structured in the form of an action research due to the attempt to solve or mitigate the situation described, focuses on the understanding of key concepts, such as spiritual exercises and intellectual emancipation, to discuss, from them, discuss the possibility and viability of some spiritual exercises and dialogic strength contribute to the autonomy and intellectual emancipation of the subjects, in the specific case of students and students of the first grade of the new high school of basic education, the main objective of the study. The theory/empiricism relationship is evidenced through an educational-philosophical action performed at the Querubina Silveira State School, in Cerro Corá/RN, whose procedures were based on the articulation between the concepts brought in the research and the actions and thoughts of the students who are members of the target audience of the study, those who were submitted to the spiritual practices of Pierre Hadot. From this experience, as well as the interviews and analyses that document the intervention in the school environment, the data needed for the following phase were constructed: the analysis of the results, space for the attentive look of the teacher-researcher and for the interpretations that foreshadow the results from the research. We observed the possibility of a repositioning of philosophy in the school context and its strengthening thanks to the protagonism of students during the investigation, one of the aspects analyzed, and, above all, due to the reflections opportunistic by the practices carried out in the sessions/classes of educational-philosophical action, which allowed concerns and the emergence of new perspectives on the topics brought to the discussion, culminating in a true philosophical experience. In general terms, this investigation is presented as an instrument for understanding the Brazilian educational reality, regarding philosophical teaching, and for the transformation not only of the problem-situation described but, in a primary way, of the subjects inserted in the school community, thanks to the conversion of the gaze and the liberation of thought opportunistic.

The present dissertation originates from observations and dialogues with students, whereby we could verify a significant lack of interest for Philosophy. Even those with a positive attitude towards it do not recognize it as being a fundamental knowledge or its relevance to their daily lives. We suggest that absence of perception on Philosophy’s essentiality is the base for this lack of interest. The identified problem is not about the nature of Philosophy, but it is a matter of perception. Under this perspective, we propose to elaborate a Philosophy teaching project intended to arouse interest among students, bringing comprehension about the possibilities Philosophy provide in understanding everyday issues. The research is conducted under the influence of José Ortega y Gasset philosophy. Base texts are: Sobre o estudar e o estudante (ORTEGA Y GASSET, 2000); Missão da Universidade (ORTEGA Y GASSET, 1999) and O que é Filosofia? (ORTEGA Y GASSET, 2016a). Our hypothesis is justified as a contribution to discussions on philosophy teaching, by closely observing the possible reasons why students lose interest and how the teacher activity, taking this situation into consideration, as well as the student being the center of teaching and learning process, may be intended to make them realize the need for reaching knowledge. The research was divided in two moments: theoretical and practical. For the first, we conducted a bibliographic review, applied under the syntopical reading technique (ADLER e DOREN, 2010), whose objective was either to figure the sketch or argumentative structure of the text, or comparing diversified sources.For the practical moment, we used the action research methodological approach, applied to the development of seminars according to Mortimer Adler (2014) proposal, described in his text Como falar, como ouvir. In these occasions, we talked about some scheduled questions for each meeting in accordance with Ortega’s philosophy. This study is segmented in five sections designed to the research development, being arranged in line with their theoretical or practical nature. Regarding theoretical investigation sections (second, third, fourth, and fifth), they present the context in which the research originated; aim to explain who Ortega y Gasset was, and under which circumstances he developed his philosophy; show how the act of studying must be reformulated, so that its necessity becomes clear, and the mission of school in stimulating people up to the time itself. Sixth and last section of the development focused on action research, performed through the mentioned seminars. By the end of the meetings, we could find out that the lack of interest in students can be reversed by refreshing the idea of immediate and vital need for studying.