O ensino de Filosofia no nível médio: reintrodução ou certidão de nascimento?

• Autor(a) principal: Maria Teresa Marques Amaral
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/BUOS-9N7G5B
• topic: Legislação e ensino de filosofia; Ensino de filosofia; Ensino médio; Educação; Filosofia Estudo e ensino ; Ensino Legislação; Ensino médio

The object of this research is the philosophical teaching in the Brazilian Contemporary High School. The purpose is to investigate the different role of the institutions/public organs involved in the decision making of inclusion or exclusion of this discipline teaching. In the same time that questions are made about the possibility of philosophical teaching in the Brazilian High School which historically coexists with an ambiguity between wish and refusal by the access to this useless and necessary area of knowledge. Initially, were identified the deliberation instances related more directly with the inclusion/exclusion proposal of the philosophical teaching: the Conselho Federal de Educação that from 1995 becomes the Conselho Nacional de Educação (CNE) with your Câmara de Ensino Básico (CEB); the Ministério da Educação e Cultura (MEC) in different mandates; Secretaria de Ensino Médio e Tecnológico (SEMTEC), in its active paper in the end of the 90s together with the National Curriculum Guidelines for High School. Were also included the two legislative houses, Câmara dos Deputados and Senado Federal, that putted in your rules reformulations in the LDB 9394/96 with views to the mandatory teaching of philosophy. The Projeto de Lei (PLS) submitted and approved in the two houses was denied by the Presidência da República in 2001, they returned in the government change and were approved in 2008. In the rescue of this two decision instances which consolidated educational policies during the regulation of the LDB 9394/96 was possible to retrieve the different positions present in this two independent spaces that accepts antagonistic positions, from the same legislative device the art. 36, § 1°, item III, from law n. 9.394/96. The Conselho Nacional denied the inclusion of mandatory philosophical teaching, while the legislative chambers, despite the presidential veto in 2001, insists to retake the law project that would guarantee, through the Lei 11.684/2008, the modification of the art. 36, § 1°, item III, in the n. 9.394/96 law. In last, it´s discussed the questions that philosophy teachers formation puts to the everyday trainers of trainers. Between these challenges we find a possible interconnection between three types of assumptions: sociopolitical defined by the official presence or unofficial of the philosophical teaching in the Brazilian school; the assumptions properly philosophical which carry an antinomy between the overflow of the knowledge area and the delimitation of space, time and the school necessity; lastly the pedagogical possibilities which lead us to the following questions: what are the pedagogical assumptions for the philosophy teaching? Which is the possible didactic contract for teaching philosophy?