Article
English, Spanish, Portuguese
ID: <
oai:doaj.org/article:7678a184db7c4b599ce2583966fd3507>
·
DOI: <
10.25112/rp.v2i0.609>
Abstract
The classroom, especially through disciplines geared to social-historical and philosophical training, transforms into fertile soil for germination of all kinds of knowledge, including of a different nature than what we have conventionally called science. In this space, we draw up a lot of explanations about the social reality, based on our co-minded perceptions and experiments. Such explanations are commonly expressed by the formula "on this matter I think that... “or” my opinion is... ”. The challenge in this article is to think about the condition of the pupil and teacher in initiating the process of thinking about cotidal social life (our social background), on which we work hundreds of “I think that” explanatory. It seeks inspiration from the typification of the significance processes present in Peirce’s semi-optics (Charles Sanders Peirce), combined with experience as a teacher in the discipline of Brazilian Reality and Citizenship in various courses at the Feevale University Centre. KEYWORDS: Knowledge. Semi-optical. Social reality. Aula room. Teach and learning. Opinion.