Ensino de Filosofia e as Propostas Sistemático-Histórica e Criativo-Conceptual

Abstract

The present work sought to investigate the convergences and divergences present between two proposals for teaching philosophy: the systematic-historical, by examining the work Filosofia em Sala de Aula: Teoria e Prática para o Ensino Médio, by Lídia Maria Rodrigo; and the creative-conceptual, through the examination of the work Metodologia do Ensino de Filosofia: Uma didática para o Ensino Médio, by Sílvio Gallo. Initially, the work aimed to explicit the importance of teaching philosophy for Brazilian secondary education, in order to clarify what legitimizes it at this stage of basic education. To this porpuse, firstly, a presentation of the recent history of philosophy teaching in Brazilian secondary education (from the Military Dictatorship to the present) was developed, which explained the disputes surrounding the teaching of philosophy. Next, the work examined how philosophy is conceived in some official documents (PCNEM, PCN+, OCEM and BNCC) and what role and importance is attributed to it for secondary education. Once clarified what legitimizes its presence in basic education, an examination was developed of the way in which the aforementioned works understand the challenges of teaching philosophy in Brazil and develop their proposals. Finally, from this examination, it was possible to determine not only the convergences between both proposals for teaching philosophy, but, above all, the divergences, which are summarized in the alignment of the systematic-historical proposal with the conception of philosophy established by official documents and in the misalignment of the creative-conceptual proposal with this conception.