THE TEACHING OF PHILOSOPHY BASED ON WITTGENSTEIN'S LANGUAGE GAMES

Abstract

This article aims to identify what is the standard language game of high school students at La Salle Curitiba State School. Since, by being able to understand the standard language game that students are using, one can make this game the game that will be expressed in this context. Getting closer to the social reality of the student and thus giving greater possibilities for the philosophical understanding of the themes studied during training in basic education. The methodology for conducting the research was empirical qualitative, survey research, action research and participant research to be able to evaluate and answer the objective and to be able to identify what is the "standard language game" that the students use. Ludwig Joseph Johann Wittgenstein (1889-1951) was an Austrian philosopher who spent much of his life in England, where he ended up becoming a naturalized citizen. Wittgenstein's philosophical work is extremely complex and divided into two moments: the first with the work Tractatus Lógico-Philosophicus, focused on linguistic analysis by philosophy and logic, that is, its analytical moment; in the second moment, it is shared with the work Philosophical Investigations, very focused on the pragmaticity of language and its use, having as one of the main concepts the "language games". It is from this last perspective that the research will be done. We must complete that philosophy according to Wittgenstein is an activity, and therefore it must be exercised in a technical-conceptual way within the standard language games of each one so that, for example, the prejudices they have are clear, as well as realizing that they increase the possibilities of the future is to increase the language of students and,  that is, to give critical thinking and conditions to understand reality.