Philosophy Class: a space for discussion and problematization of violence and prejudice at school
Violence, observed in forms of prejudice, is presented as a philosophical problem that can be discussed in the philosophy class in the sense that it is a dimension that crosses the school community, being an integral part of the daily reality, internal and external to the school and the life of the students. From this perspective, this research work, in the area of Philosophy teaching, specifically studies the philosophy class and its possibility of being a space for discussion and problematization concerning the very subject of violence apprehended in daily school life in the forms of lived and reproduced prejudices. The research is structured based on the experience records of a didactic sequence proposed over approximately one bimester (August and September 2019), with a total of six classes in which the central theme was violence at school. Classes were structured in the form of theorizing the forms of prejudice that characterize violence, conversations, written reports about experiences, production of video work on the theme discussed, and awareness activities that involved other classes through the production of posters. The result is that the problematization of the theme of violence allows us to perceive the amplitude that the philosophy class (in the temporal, spatial, and event dimension) assumes when its subjects start to place reality as a philosophical problem.