The emergence of the Philosophy textbook from 1980 to 1990
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/13047 |
Resumo: | This article is an excerpt from the research 'Philosophy textbooks in Brazil (1980-1990): a study on the origins and ways of teaching Philosophy', carried out in the Master's course of the Graduate Program in Education at the Federal University of Santa Maria. It aims to discuss the Philosophy textbooks produced in Brazil in the 1980s and 1990s. We problematize this Brazilian historical period, in order to understand the elements that have become conditions for textbooks, in general, and textbooks of philosophy, in particular, could emerge with strength and relevance in school philosophy teaching in Brazil. To this end, the study approaches a genealogical perspective by Michel Foucault (2015), as the writing of a story that refuses the perfection of the origins, recognizing the events as discursive plots, which intersect and intertwine in constant movements and forces that form and transform the context. It appears from the investigation that the emergence of the Philosophy textbook is conditioned by the forces at play that were plotted in the following periods: the end of the Military Dictatorship; the process of redemocratization (1980); the process of massification of teaching (1990); the struggles and struggles for the return of Philosophy teaching to high school / high school curricula and the publication of Law 9.349 of 1996. |
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The emergence of the Philosophy textbook from 1980 to 1990 La aparición del libro de texto de Filosofía de 1980 a 1990A emergência do livro didático de Filosofia no período de 1980 a 1990Philosophy textbookHistorical conditionsTeaching.Libro de texto de filosofíaCondiciones históricasEnseñanza.Livro didático de filosofiaCondições históricasEnsino.This article is an excerpt from the research 'Philosophy textbooks in Brazil (1980-1990): a study on the origins and ways of teaching Philosophy', carried out in the Master's course of the Graduate Program in Education at the Federal University of Santa Maria. It aims to discuss the Philosophy textbooks produced in Brazil in the 1980s and 1990s. We problematize this Brazilian historical period, in order to understand the elements that have become conditions for textbooks, in general, and textbooks of philosophy, in particular, could emerge with strength and relevance in school philosophy teaching in Brazil. To this end, the study approaches a genealogical perspective by Michel Foucault (2015), as the writing of a story that refuses the perfection of the origins, recognizing the events as discursive plots, which intersect and intertwine in constant movements and forces that form and transform the context. It appears from the investigation that the emergence of the Philosophy textbook is conditioned by the forces at play that were plotted in the following periods: the end of the Military Dictatorship; the process of redemocratization (1980); the process of massification of teaching (1990); the struggles and struggles for the return of Philosophy teaching to high school / high school curricula and the publication of Law 9.349 of 1996.Este artículo es un extracto de la investigación 'Libros de texto de Filosofía en Brasil (1980-1990): un estudio sobre los orígenes y formas de enseñar Filosofía', realizada en la Maestría del Programa de Posgrado en Educación de la Universidad Federal de Santa María. . Tiene como objetivo discutir los libros de texto de Filosofía producidos en Brasil en las décadas de 1980 y 1990. Problematizamos este período histórico brasileño, para comprender los elementos que se han convertido en condiciones para los libros de texto, en general, y los libros de texto de filosofía, en particular, que podrían surgir con fortaleza y relevancia en la enseñanza de la filosofía escolar en Brasil. Para ello, el estudio aborda una perspectiva genealógica de Michel Foucault (2015), como la redacción de un relato que rechaza la perfección de los orígenes, reconociendo los hechos como tramas discursivas, que se entrecruzan y entrelazan en constantes movimientos y fuerzas que forman y forman transformar el contexto. De la investigación se desprende que la aparición del texto de Filosofía está condicionada por las fuerzas en juego que se tramaron en los siguientes períodos: el fin de la Dictadura Militar; el proceso de redemocratización (1980); el proceso de masificación de la docencia (1990); las luchas y luchas por el retorno de la enseñanza de la Filosofía a los planes de estudio de la escuela secundaria / preparatoria y la publicación de la Ley 9.349 de 1996.Este artigo é um recorte da pesquisa ‘Livros didáticos de Filosofia no Brasil (1980-1990): um estudo sobre proveniências e modos de ensinar Filosofia’, realizada no curso de Mestrado do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Tem por objetivo discorrer sobre os livros didáticos de Filosofia produzidos no Brasil nas décadas de 1980 e 1990. Problematizamos este período histórico brasileiro, de modo a compreender os elementos que se tornaram condições para que os livros didáticos, em geral, e os livros didáticos de filosofia, em especial, pudessem emergir com força e relevância no ensino escolar de filosofia no Brasil. Para tanto, o estudo se aproxima de uma perspectiva genealógica de Michel Foucault (2015), como a escrita de uma história que recusa a perfeição das origens, reconhecendo os acontecimentos como tramas discursivas, que se cruzam e entrecruzam em movimentos e forças constantes que formam e transformam o contexto. Resulta da investigação que a emergência do livro didático de Filosofia é condicionada as forças em jogo que se tramaram nos seguintes períodos: o fim da Ditadura Militar; o processo de redemocratização (1980); o processo de massificação do ensino (1990); as lutas e os embates para o retorno do ensino de Filosofia aos currículos do segundo grau/ensino médio e a publicação da Lei 9.349 de 1996.Research, Society and Development2021-03-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1304710.33448/rsd-v10i3.13047Research, Society and Development; Vol. 10 No. 3; e11510313047Research, Society and Development; Vol. 10 Núm. 3; e11510313047Research, Society and Development; v. 10 n. 3; e115103130472525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13047/11800Copyright (c) 2021 Raquel Brum Sturza; Elisete Medianeira Tomazettihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSturza, Raquel Brum Tomazetti, Elisete Medianeira 2021-03-28T12:03:35Zoai:ojs.pkp.sfu.ca:article/13047Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:27.637836Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The emergence of the Philosophy textbook from 1980 to 1990 La aparición del libro de texto de Filosofía de 1980 a 1990 A emergência do livro didático de Filosofia no período de 1980 a 1990 |
title |
The emergence of the Philosophy textbook from 1980 to 1990 |
spellingShingle |
The emergence of the Philosophy textbook from 1980 to 1990 Sturza, Raquel Brum Philosophy textbook Historical conditions Teaching. Libro de texto de filosofía Condiciones históricas Enseñanza. Livro didático de filosofia Condições históricas Ensino. |
title_short |
The emergence of the Philosophy textbook from 1980 to 1990 |
title_full |
The emergence of the Philosophy textbook from 1980 to 1990 |
title_fullStr |
The emergence of the Philosophy textbook from 1980 to 1990 |
title_full_unstemmed |
The emergence of the Philosophy textbook from 1980 to 1990 |
title_sort |
The emergence of the Philosophy textbook from 1980 to 1990 |
author |
Sturza, Raquel Brum |
author_facet |
Sturza, Raquel Brum Tomazetti, Elisete Medianeira |
author_role |
author |
author2 |
Tomazetti, Elisete Medianeira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sturza, Raquel Brum Tomazetti, Elisete Medianeira |
dc.subject.por.fl_str_mv |
Philosophy textbook Historical conditions Teaching. Libro de texto de filosofía Condiciones históricas Enseñanza. Livro didático de filosofia Condições históricas Ensino. |
topic |
Philosophy textbook Historical conditions Teaching. Libro de texto de filosofía Condiciones históricas Enseñanza. Livro didático de filosofia Condições históricas Ensino. |
description |
This article is an excerpt from the research 'Philosophy textbooks in Brazil (1980-1990): a study on the origins and ways of teaching Philosophy', carried out in the Master's course of the Graduate Program in Education at the Federal University of Santa Maria. It aims to discuss the Philosophy textbooks produced in Brazil in the 1980s and 1990s. We problematize this Brazilian historical period, in order to understand the elements that have become conditions for textbooks, in general, and textbooks of philosophy, in particular, could emerge with strength and relevance in school philosophy teaching in Brazil. To this end, the study approaches a genealogical perspective by Michel Foucault (2015), as the writing of a story that refuses the perfection of the origins, recognizing the events as discursive plots, which intersect and intertwine in constant movements and forces that form and transform the context. It appears from the investigation that the emergence of the Philosophy textbook is conditioned by the forces at play that were plotted in the following periods: the end of the Military Dictatorship; the process of redemocratization (1980); the process of massification of teaching (1990); the struggles and struggles for the return of Philosophy teaching to high school / high school curricula and the publication of Law 9.349 of 1996. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-08 |
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://rsdjournal.org/index.php/rsd/article/view/13047 10.33448/rsd-v10i3.13047 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13047 |
identifier_str_mv |
10.33448/rsd-v10i3.13047 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13047/11800 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Raquel Brum Sturza; Elisete Medianeira Tomazetti https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Raquel Brum Sturza; Elisete Medianeira Tomazetti https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 3; e11510313047 Research, Society and Development; Vol. 10 Núm. 3; e11510313047 Research, Society and Development; v. 10 n. 3; e11510313047 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052832357023744 |