O ensino de filosofia no ensino medio: que filosofia?
Carlos Roberto Paiva
DATA DE PUBLICAÇÃO
The Brazilian education reform in the 1990s, which had the State as protagonist, the group of ideas of the International Agencies as influence and, as background, the re-democratization of the country and the configuration of a new world order, modified the conception, purposes and organization of the national education, and determined the contents, methodologies and evaluation forms to be organized in such a way that at the end of High School the student would demonstrate [...] domain of the knowledge of Philosophy and Sociology necessary to the exercise of the citizenship (art. 36, 1, clause III - LDB/96). In that context, the researches reported here investigate which teaching of Philosophy is being proposed for High School: a) by the official documents, from the new curricular guidelines in the 1990s; b) by the current academic debate and c) by the teachers of the public school of the State of São Paulo. The research procedures included: a) questionnaires applied to Philosophy teachers of the public state high schools of the Teaching Board of Santos, in 2005-2006 (cities of Bertioga, Cubatão, Guarujá and Santos); b) analysis of documents (dissertations, thesis and articles on Philosophy teaching, its legislation and official subsidies produced for orientation of the schools and teachers, besides documents produced by the teachers: teaching plan, activities and exercises, depositions on the importance of the Philosophy teaching in high school). This research aims: a) to characterize the profile of the philosophy teachers formation from public state high schools; b) to identify and describe those Philosophy teachers teaching proposals; c) to propose a Philosophy teaching to the public high school, taking into consideration the "counter-hegemony" ideas (Antonio Gramsci) and the "teachers as transformative intellectuals" (Henry Giroux). Antonio Gramscis concepts about culture and ideological hegemony; Gimeno Sacristáns concepts about official curriculum, real curriculum, negotiated curriculum and shared projects; Pérez Gómezs concepts about relevant learning and educational teaching, also constitute the research theoretical supports.
educacao philosophy teaching, high school, teachers as transformative intellectuals ensino de filosofia relevant learning counter-hegemony contra-hegemonia aprendizagem relevante professores como intelectuais transformadores ensino médio
ACESSO AO ARTIGOhttp://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3660
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