THEORETICAL PRODUCTION OF ESSAYS FOR TEACHING PHILOSOPHY: A TEACHING EXPERIENCE FOR BUILDING PHILOSOPHICAL LITERACY.

Abstract

This article presents reflections on a didactic experience developed at the School Estatal Pascoal Moreira Cabral, in Cuiabá – MT, during the years 2025 and 2026, with the participation of first, second and third year students. The proposal consisted of guiding the production of texts, with the format of introduction, development and conclusion, so that the student could explain to the authors studied in the text books of the Structured Teaching System of this two-month period. In 2025, students wrote to finalize the qualification of the fourth quarter and in 2026, they produced the work to finalize the qualification of the second quarter. The objective of the texts is to introduce students to formal writing, in standard language, with a view to the ENEM (National High School   Exam) and to introduce them to the academic work required at the university. The methodology is based on teaching classes on all studied philosophers, divided according to their historical periods. First-year students focused on presocratics and Greek philosophers; second year, among philosophers of the Modern Age and the Scientific Revolution; and those of the third year, among contemporary philosophers. Internet research was allowed, with the support of Artificial Intelligence; However, you could only print the cover. The work had to be handwritten, accompanied by drawings and caricatures if the student wanted to explore his artistic talent, although this was not mandatory. The entire process was supervised and guided by the Philosophy teacher. The results were varied, from excellent and meticulous work that demonstrated interest in its creation to mediocre work. The final result demonstrates that written work motivates students to study more, investigate more and dedicate themselves much more than to the exams. It is concluded that, despite being carried out individually, there was cooperation between students in the research phase, which strengthened social interaction and the importance of developing critical thinking. The introduction of philosophical thinking constitutes an effective and inclusive practice in the teaching of Philosophy, capable of articulating play, meaningful learning and socio-emotional development.