“Eu acho que você não vai aprender nada aqui!” As 40 horas de Angicos Re-inventadas em 40 horas de Alfabetização Filosófica em Pau dos Ferros (RN)

Abstract

The aim of this thesis is to recall and reinvent the experience of Angicos (RN) from a philosophical literacy course held in Pau dos Ferros (RN) in June 2022. Many questions emerged from this study, including: what can still be learned from the 40-hour literacy course held in Angicos in 1963? What is it possible to think from the Angicos experience? What is philosophical literacy? What can philosophical literacy offer for the training of Youth and Adult Education (EJA) teachers? These questions do not exhaust the possibilities of the thoughts presented in this work. On the contrary, they increase and feed our hope in favor of the intensity of the questions that life and the world pose, inspiring us with new ways of becoming. Thus, the strength of this exercise has led us to view research as an e-educational act (Masschelein; Simons, 2014). In other words, the act of research is, for the researcher, a form that is formed, reformed and composed along the way. The initial gesture of this research, in this sense, includes reflections on the achievements and effects of the educational and revolutionary experience of Angicos. We made use of books, magazines, articles, interviews, documentaries and memories that the co-authors of this experience provided us with. The second part of the research is an invitation to continue reminiscing about the 40 hours of Angicos, this time prioritizing dialogue about the reasons why the RN literacy experience began in Angicos; what was worked on during the course; how the classes were run; and what we learned from the experience in question. The third part of the research presents the city of Pau dos Ferros, the stage for our intention to reinvent the 40 hours, as well as all the steps involved in the construction and experience of philosophical literacy by its creators and collaborators. The fourth chapter of the thesis provides subsidies that materialize some concepts of philosophical literacy, constructed in the light of the thinking of its co-authors, EJA educators and students from the Supera RN Program. In an attitude of willingness and openness, together with the co-authors of the research we have been building paths that have helped us to think about and perceive the experience of philosophical literacy as an original, irreverent, unfinished, connective and mysterious educational practice. In other words, as a formative exercise that contributes to a new way of inhabiting the world and living life. In other words, philosophical literacy, as a reinvented experience, has given men and women, participants and co-authors of this pioneering and unfinished adventure, the need to make and commit to an education that helps us to think about thinking, to create a relationship of equality and sensitivity in training processes.