On Philosophy’s place in High School and Scientific Education

• Autor(a) principal: Azevedo de Jesus, Nadja
• Data de Publicação: 2020
• Outros Autores: Garcia da Silva Oliveira, Deivide, Ferreira Souza Queiroz, Lília, Soares Silva, Thaís
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4355

Abstract: This article aims to analyze historically the place of philosophy in high school, in general, and its relationship with science education, in particular, through a theoretical methodology, through texts, articles, decrees and laws that involve the historical context in question. Firstly, in the international scenario, we approach the general curricular changes in sciences that occurred in the United States and the process of rapprochement between Philosophy, History and science education, but only to the extent that it is useful to understand this problem in the Brazilian context. Therefore, we will emphasize the political and educational aspects that led the comings and goings (we will call waves) of philosophy in high school in Brazil, since its institutionalization from the Capanema Organic Law (1942), through the military dictatorship of 1964, that modified the educational structure of the time, influencing the current panorama towards the recent reforms of high school, registered in the law 9.394/96. At the same time, we will draw attention to the constant attacks on Philosophy, showing that its direct or indirect suppression harms science teaching in a specific way. In this historical perspective, we will learn a lesson about the consequences of dispensing the philosophy of basic and scientific education, on the national scene, and as such dispenses throughout the decades of the 20th century has been reflected up to our days in the 20th century XXI. Keywords: Philosophy. Curriculum. Scientific Education. Brazilian high school.