Understanding and perspectives of researchers about teaching philosophy in high school

• Autor(a) principal: Gabriel, Fábio Antonio
• Data de Publicação: 2022
• Outros Autores: Pereira, Ana Lúcia, Mendes, Ademir Aparecido Pinhelli
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/15729
• topic: Metodologia do ensino de filosofia. Entrevistas com professores de filosofia. Reforma do Ensino Médio.; Philosophy teaching methodology. Interviews with philosophy professors. High school reform.; Metodología de la enseñanza de filosofía. Entrevistas con profesores de filosofía. Reforma de la educación secundaria.

This paper sought to investigate the understanding and perspectives of researchers about teaching Philosophy. It consists of a qualitative research conducted with data collected by means of interviews with seven research professors published in the journal Filosofia: Ciência & Vida, by Editora Escala. Data were interpreted in the light of Bardin’s (2016) content analysis, resulting in three categories: Philosophy trajectory; Philosophy teaching methodology; and contributions of Philosophy in high school. As an integral part of the high school curriculum, Philosophy fluctuates between permanence and absence. Moreover, the reform instituted by Law no. 13,415/2017 has condemned the subject to exclusion. These findings indicate the need for about forms of resistance for the permanence of Philosophy in the educational context.