Teaching undergraduate students’ perceptions of Philosophy, its teaching and the experience of Supervised Curricular Internship

ABSTRACT This paper addresses the perceptions about Philosophy, its teaching and the experience of the Supervised Curricular Internship from the perspective of teaching undergraduate students of a Philosophy course at a public university in Paraná, Brazil. Having as research subjects students enrolled in the last two years of the course (3rd and 4th), data were collected through a questionnaire applied to 46 participants, in addition to interviews with 37 subjects. The methodology for data analysis was the discursive textual analysis, from which emerged the elementary signifiers that characterized the answers given, which were coded according to the presence or absence of each of the signifiers associated with the questions. Then, the cluster analysis was performed, in which the subjects were grouped by similarity, according to the similarities in the responses to the questionnaire. The results of the four clusters allowed us to point out that teaching Philosophy as a philosophical experience is of great importance in the context of teaching the discipline and that the Supervised Internship is a particular moment in the life of the teaching undergraduate students, which contributes to the development of their integral education.