FILOSOFAR POR MEIO DE MITOS NA EDUCAÇÃO BÁSICA: PLATÃO NA SALA DE AULA

Abstract

With the intention of developing a complementary proposal for teaching philosophy in basic education, this paper reflects on the use of mýthoi as methodological resources in philosophy classes, using as a reference Plato's mýthoi and their respective themes. At many points in history, poetry is the discourse that allows mythical content to exist. It is a composition that presents its own way of narrating, transmitting content that is accepted as truth, thus, the poet himself is seen as an educator. However, with Plato, mýthos becomes a methodological resource that leads to philosophical thought, not being seen as a reference for truth, which can only be achieved through philosophy, therefore, the philosopher criticizes poets, even using mýthoi. From Hesiod to Plato, from mýthos to lógos, what is at stake is the search for answers, with truth being the target of dedication of both poets and philosophers. The quality of discourse changes, it moves. To resort to mýthoi is to value the beginning of this movement, reaching the concepts specific to philosophical discourse. Thus, by analyzing the process carried out by Plato, the questions are completed and promote methodological reflections that require care and intense investigation for application to the school reality. The efforts begin with the study of Platonic texts and the consonance of these texts with the terms and fundamental themes in the teaching of philosophy, taking as a reference basic education, more specifically, high school. As examples, the myth of Theuth (Phaedrus) raises questions about the role of writing in the search for knowledge; the myth of Gyges (in book II of the Republic) allows the introduction of themes of Ethics; and the myth of Er (Republic, book X) helps to reflect on human existence by seeking to have a soul free from injustice.

Keywords: Mýthos. Plato. Teaching. Philosophy. Alétheia.