The mediation of theoretical-philosophical knowledge in pedagogical activity: a study on the possibilities of overcoming manifestations of school failure

Abstract

This  paper  is  a  master  research  based  on  a historical-cultural   theory   that   analyses   the range of possibilities to overcome school failure through   philosophical   knowledge,   that   is, teaching  Philosophy.  In  order  to  understand the concrete reality of educational failure as a social   phenomenon    built    in    school,    the researcher implemented a didactic experiment in  third  grade  of  a  high  school  class,  taking into account the teaching of Philosophy. Those students   have   demonstrated   some  concrete aspects of school failure, especially related to a demerger  process  of  action  (during  the  survey activity) and its objective (the appropriation of theoretical  knowledge).  In  this  paper  we  are going     to     summarize     the     research,     its theoretical-methodological principles and attitudes   during   the   experiment – led   to bibliographical  and  conceptual  analysis –,  as well as    some    considerations    about    the students’    behavior    and    transformation    of consciousness   due   to   some   activity   quality changings.   Then,   the   pedagogical   activity aimed    to    develop  students    during    the mediation    process    of    signs    and    cultural symbols  in  classroom,  how  it  impacts  their subjective   and   objective   aspects   of   higher mental functions, guiding students to understand human generality despite possibilities   and   boundaries   set   in   social relations in school context.