On Philosophy’s place in High School and Scientific Education
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
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 |
Resumo: | 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. |
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On Philosophy’s place in High School and Scientific EducationLA HISTORIA DEL LUGAR DE FILOSOFÍA EN LA ESCUELA SECUNDARIA Y LA EDUCACIÓN CIENTÍFICASobre o lugar da filosofia no ensino médio e na educação científicaAbstract: 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.Resumo: Este artigo tem o propósito de analisar historicamente o lugar da filosofia no Ensino Médio em geral e, em especial, a sua relação com a educação científica, através de uma metodologia teórica, por meio de textos, artigos, decretos e leis, que envolvem o contexto histórico em questão. Primeiramente, abordam-se, no panorama internacional, as mudanças gerais curriculares em ciências ocorridas nos Estados Unidos e o processo de reaproximação entre a filosofia, a história e a educação em ciências, mas apenas na medida de sua utilidade para compreender tal problema no contexto brasileiro. Diante disso, enfatizam-se os aspectos políticos e educacionais que conduziram as idas e vindas (chamaremos de ‘ondas’) da filosofia no Ensino Médio no Brasil, desde a sua institucionalização a partir da Lei orgânica Capanema (1942), passando pela ditadura militar de 1964, que modificou a estrutura educacional da época, influenciando o panorama atual frente às recentes reformas do Ensino Médio registradas na Lei 9.394/96. Ao mesmo tempo, chama-se atenção para os constantes ataques à filosofia, mostrando que a supressão direta ou indireta dela prejudica o ensino de ciências de modo específico. Nessa perspectiva histórica, extrai-se uma lição das consequências de se dispensar a filosofia da Educação Básica e científica no cenário nacional e se observa como tal dispensa ao longo das décadas do século XX se refletiu até nossos dias no século XXI. Palavras-chave: Filosofia. Currículo. Educação Científica. Ensino Médio brasileiro. Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2020-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/435510.35819/tear.v9.n2.a4355#Tear: Journal of Education, Science and Technology; Vol. 9 No. 2 (2020): INDIGENOUS STUDIES AND EDUCATION#Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 2 (2020): ESTUDIOS INDÍGENAS Y EDUCACIÓN#Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 2 (2020): ESTUDOS INDÍGENAS E EDUCAÇÃO2238-807910.35819/tear.v9.n2reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/4355/2802Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessAzevedo de Jesus, Nadja Garcia da Silva Oliveira, Deivide Ferreira Souza Queiroz, LíliaSoares Silva, Thaís 2020-12-09T00:17:11Zoai:ojs2.periodicos.ifrs.edu.br:article/4355Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2020-12-09T00:17:11Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
On Philosophy’s place in High School and Scientific Education LA HISTORIA DEL LUGAR DE FILOSOFÍA EN LA ESCUELA SECUNDARIA Y LA EDUCACIÓN CIENTÍFICA Sobre o lugar da filosofia no ensino médio e na educação científica |
title |
On Philosophy’s place in High School and Scientific Education |
spellingShingle |
On Philosophy’s place in High School and Scientific Education Azevedo de Jesus, Nadja |
title_short |
On Philosophy’s place in High School and Scientific Education |
title_full |
On Philosophy’s place in High School and Scientific Education |
title_fullStr |
On Philosophy’s place in High School and Scientific Education |
title_full_unstemmed |
On Philosophy’s place in High School and Scientific Education |
title_sort |
On Philosophy’s place in High School and Scientific Education |
author |
Azevedo de Jesus, Nadja |
author_facet |
Azevedo de Jesus, Nadja Garcia da Silva Oliveira, Deivide Ferreira Souza Queiroz, Lília Soares Silva, Thaís |
author_role |
author |
author2 |
Garcia da Silva Oliveira, Deivide Ferreira Souza Queiroz, Lília Soares Silva, Thaís |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Azevedo de Jesus, Nadja Garcia da Silva Oliveira, Deivide Ferreira Souza Queiroz, Lília Soares Silva, Thaís |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4355 10.35819/tear.v9.n2.a4355 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4355 |
identifier_str_mv |
10.35819/tear.v9.n2.a4355 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/4355/2802 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 9 No. 2 (2020): INDIGENOUS STUDIES AND EDUCATION #Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 2 (2020): ESTUDIOS INDÍGENAS Y EDUCACIÓN #Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 2 (2020): ESTUDOS INDÍGENAS E EDUCAÇÃO 2238-8079 10.35819/tear.v9.n2 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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IFRS |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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||tear@canoas.ifrs.edu.br |
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