<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000401522</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.079.ao10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da filosofia na formação discente no ensino secundário do Liceo Scientifico Statale Fillipo Lussana]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of philosophy in student formation in secondary education at Liceo Scientifico Statale Fillipo Lussana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carminati]]></surname>
<given-names><![CDATA[Celso João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[Leandro Kingeski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>79</numero>
<fpage>1522</fpage>
<lpage>1535</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000401522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000401522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000401522&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetivou compreender a percepção discente relativa à respectiva formação em filosofia e à utilização do tablet como meio de apoio nessa formação, com foco delimitado pelos discentes que frequentaram, em 2015, uma turma do 4º ano do ensino secundário superior do Liceo Scientifico Statale Fillipo Lussana (LSSFL), situado na Itália. A metodologia da pesquisa contou com a aplicação de questionários junto ao professor da turma e, na análise, optou-se pela perspectiva descritiva analítica: i) utilizou um questionário composto por dez perguntas abertas; ii) apoiada em Bardin (2011), desenvolveu a análise de conteúdo e a categorização das respostas discentes, considerando o critério da pertinência das diversas respostas para cada pergunta; iii) ainda considerando o critério de pertinência, comparou as diversas respostas discentes com dois parâmetros para o ensino de filosofia, o Decreto Interministerial nº 211 (ITALIA, 2010), que prescreve competências e conhecimentos para o ensino em filosofia no ensino secundário superior italiano e a Programação de área do departamento de professores de filosofia do Liceo (LSSFL, 2014), que prescreve e acompanha didáticas e recursos para o ensino em filosofia no ensino secundário superior do LSSFL; iv) e buscou refletir, brevemente, sobre as categorias analíticas, com o apoio de Cândido (2005), Tomazetti (2005), Ghedin (2008), Horn (2009), Guido, Gallo e Kohan (2013), Moraes e Tomazetti (2014). Os resultados, justificados por pareceres e percentuais, indicaram uma percepção discente fortemente favorável em relação à respectiva formação em filosofia, assim como em relação à utilização do tablet como meio de apoio nessa formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aimed to understand the students&#8217; perception regarding their respective formation in philosophy and the use of the tablet as a means of support in this formation, with a focus delimited by the students who attended, in 2015, a class of the 4th year of upper secondary /education at the Liceo Scientifico Statale Fillipo Lussana (LSSFL), situated in Italy. The research methodology involved the application of questionnaires with the class teacher and, in the analysis, the analytical descriptive perspective was chosen: i) it used a questionnaire composed of ten open questions; ii) based on Bardin (2011), it developed the content analysis and the categorization of student responses, considering the criterion of pertinence of the different answers for each question; iii) still considering the pertinence criterion, he compared the different student responses with two parameters for the teaching of philosophy, the Interministerial Decree nº 211 (ITALIA, 2010), which prescribes competences and knowledge for teaching philosophy in Italian upper secondary education and the Liceo philosophy teachers department area Programming (LSSFL, 2014), which prescribes and monitors didactics and resources for teaching philosophy in upper secondary education at the LSSFL; iv) and sought to briefly reflect on the analytical categories, with the support of Cândido (2005), Tomazetti (2005), Ghedin (2008), Horn (2009), Guido, Gallo and Kohan (2013), Moraes and Tomazetti (2014). The results, justified by sight and percentages, indicated a strongly favorable student perception in relation to the respective formation in philosophy, as well as in relation to the use of the tablet as a means of support in this formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação em filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino secundário superior italiano]]></kwd>
<kwd lng="pt"><![CDATA[Percepção discente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Tablet.]]></kwd>
<kwd lng="en"><![CDATA[Formation in philosophy]]></kwd>
<kwd lng="en"><![CDATA[Italian upper secondary education]]></kwd>
<kwd lng="en"><![CDATA[Student perception]]></kwd>
<kwd lng="en"><![CDATA[Philosophy teaching]]></kwd>
<kwd lng="en"><![CDATA[Tablet]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
