A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular
Guardado en:
| Autor principal: | |
|---|---|
| Fecha de Publicación: | 2016 |
| Formato: | Master thesis |
| Lenguaje: | por |
| Fuente: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2378 |
Sumario: | This study‟s central theme is situated in the curricular organization of Philosophy in High School in the post-LDB 9.394 / 96 period, in two moments: a) interdisciplinary orientation by the National Curricular Guidelines for Secondary Education of 1998; B) compulsory disciplinary teaching as stated in Law 11684/08. The study was motivated by the concerns arisen along the supervised internship during the undergraduate course in Philosophy (UPF / 2012) and by the interventions of PIBID in 2013. Given that the philosophical experiences in High School are embryonic due to discontinuities in previous periods, the present dissertation reclaims the references assigned to the curricular organization starting with the Law of Guidelines and Bases (LBD) 9.394 / 96, with the purpose of analyzing the advances of the actions taken in defense of Philosophy which resulted in achievements in LDB and Law 11.684 / 08 and the challenges that are still present in the structuring of the quality teaching of Philosophy. The hermeneutic interpretative approach of the literature produced on the subject, associated to the documentary analysis, ground the reflections and constitute the carried out research. As a result of the research, it can be observed that having Philosophy back in the curriculum has brought certain advances such as the contribution of specific knowledge to the intellectual and citizen formation of students, the revitalization of undergraduate courses and the creation of work spaces for graduates in Philosophy . However, there is no touchable presence of Philosophy as a school discipline, a philosophical culture consolidated in Basic Education, making the policies for teaching Philosophy to become generic, partial and insufficient to assert a national program. The emphasis on making Philosophy and the weakening of the studies on classical texts, in fear of indoctrination, can sometimes institute a barrier for the access to scholarly philosophy, challenging a better definition of what disciplinary teaching really is, a task still unfinished within the scope of curricular organization in high school and the demands for teacher training. |
| _version_ | 1871607646239326208 |
|---|---|
| author | Kapczynski, Ana Lucia |
| author_browse | Kapczynski, Ana Lucia |
| author_facet | Kapczynski, Ana Lucia |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Kapczynski, Ana Lucia |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 |
| dc.date.none.fl_str_mv | 2016-09-05 2025-05-07T14:11:28Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | KAPCZYNSKI, Ana Lucia. A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular. 2016. 137 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2016. https://repositorio.upf.br/handle/123456789/2378 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Filosofia Ensino médio Currículos CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular Philosophy in high school in documents post LDB 9.394 / 96: advances and challenges in curricular organization |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This study‟s central theme is situated in the curricular organization of Philosophy in High School in the post-LDB 9.394 / 96 period, in two moments: a) interdisciplinary orientation by the National Curricular Guidelines for Secondary Education of 1998; B) compulsory disciplinary teaching as stated in Law 11684/08. The study was motivated by the concerns arisen along the supervised internship during the undergraduate course in Philosophy (UPF / 2012) and by the interventions of PIBID in 2013. Given that the philosophical experiences in High School are embryonic due to discontinuities in previous periods, the present dissertation reclaims the references assigned to the curricular organization starting with the Law of Guidelines and Bases (LBD) 9.394 / 96, with the purpose of analyzing the advances of the actions taken in defense of Philosophy which resulted in achievements in LDB and Law 11.684 / 08 and the challenges that are still present in the structuring of the quality teaching of Philosophy. The hermeneutic interpretative approach of the literature produced on the subject, associated to the documentary analysis, ground the reflections and constitute the carried out research. As a result of the research, it can be observed that having Philosophy back in the curriculum has brought certain advances such as the contribution of specific knowledge to the intellectual and citizen formation of students, the revitalization of undergraduate courses and the creation of work spaces for graduates in Philosophy . However, there is no touchable presence of Philosophy as a school discipline, a philosophical culture consolidated in Basic Education, making the policies for teaching Philosophy to become generic, partial and insufficient to assert a national program. The emphasis on making Philosophy and the weakening of the studies on classical texts, in fear of indoctrination, can sometimes institute a barrier for the access to scholarly philosophy, challenging a better definition of what disciplinary teaching really is, a task still unfinished within the scope of curricular organization in high school and the demands for teacher training. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_d93e4d6d8dbd149871d8c5da9de9ff21 |
| identifier_str_mv | KAPCZYNSKI, Ana Lucia. A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular. 2016. 137 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2016. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2378 |
| publishDate | 2016 |
| publishDateSort | 2016 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricularPhilosophy in high school in documents post LDB 9.394 / 96: advances and challenges in curricular organizationFilosofiaEnsino médioCurrículosCIENCIAS HUMANAS::EDUCACAOThis study‟s central theme is situated in the curricular organization of Philosophy in High School in the post-LDB 9.394 / 96 period, in two moments: a) interdisciplinary orientation by the National Curricular Guidelines for Secondary Education of 1998; B) compulsory disciplinary teaching as stated in Law 11684/08. The study was motivated by the concerns arisen along the supervised internship during the undergraduate course in Philosophy (UPF / 2012) and by the interventions of PIBID in 2013. Given that the philosophical experiences in High School are embryonic due to discontinuities in previous periods, the present dissertation reclaims the references assigned to the curricular organization starting with the Law of Guidelines and Bases (LBD) 9.394 / 96, with the purpose of analyzing the advances of the actions taken in defense of Philosophy which resulted in achievements in LDB and Law 11.684 / 08 and the challenges that are still present in the structuring of the quality teaching of Philosophy. The hermeneutic interpretative approach of the literature produced on the subject, associated to the documentary analysis, ground the reflections and constitute the carried out research. As a result of the research, it can be observed that having Philosophy back in the curriculum has brought certain advances such as the contribution of specific knowledge to the intellectual and citizen formation of students, the revitalization of undergraduate courses and the creation of work spaces for graduates in Philosophy . However, there is no touchable presence of Philosophy as a school discipline, a philosophical culture consolidated in Basic Education, making the policies for teaching Philosophy to become generic, partial and insufficient to assert a national program. The emphasis on making Philosophy and the weakening of the studies on classical texts, in fear of indoctrination, can sometimes institute a barrier for the access to scholarly philosophy, challenging a better definition of what disciplinary teaching really is, a task still unfinished within the scope of curricular organization in high school and the demands for teacher training.O tema central deste estudo localiza-se na organização curricular de Filosofia no Ensino Médio no período pós-LDB 9.394/96, em dois momentos: a) orientação interdisciplinar pelas Diretrizes Curriculares Nacionais para o Ensino Médio de 1998; b) obrigatoriedade do ensino disciplinar com a Lei 11.684/08. O estudo foi motivado pelas inquietações provenientes do estágio supervisionado no curso de licenciatura em Filosofia (UPF/2012) e das intervenções do PIBID, em 2013. Tendo em vista que são embrionárias as experiências filosóficas no Ensino Médio em virtude das descontinuidades nos períodos anteriores, a presente dissertação resgata os referenciais designados à organização curricular desde a Lei de Diretrizes e Bases 9.394/96, com o objetivo de analisar os avanços da mobilização em defesa da Filosofia que resultou em conquistas na LDB e na Lei 11.684/08 e os desafios que se apresentam ainda à estruturação do ensino de Filosofia com qualidade. O enfoque interpretativo de cunho hermenêutico da literatura produzida sobre a temática, associada à análise documental, fundamentam as reflexões e constituem a investigação realizada. Como resultado da pesquisa constata-se que o retorno da Filosofia trouxe certos avanços tais como a contribuição dos conhecimentos específicos à formação intelectual e cidadã dos/as estudantes, a revitalização dos cursos de licenciatura e a criação de espaços de trabalhos para os egressos em Filosofia. Contudo, por não haver materialidade da presença da Filosofia como disciplina escolar, uma cultura filosófica consolidada na Educação Básica, isso faz com que as políticas para o ensino de Filosofia se tornem genéricas, parciais e insuficientes para afirmar um programa nacional. A ênfase do fazer filosófico e o enfraquecimento do estudo dos textos clássicos, pelo receio de doutrinação, por vezes, institui barreira de acesso à Filosofia erudita, desafiando a definir melhor o que se entende por ensino disciplinar, tarefa ainda inconclusa no âmbito da organização curricular no Ensino Médio e das demandas à formação de docentes.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Kapczynski, Ana Lucia2025-05-07T14:11:28Z2016-09-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfKAPCZYNSKI, Ana Lucia. A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular. 2016. 137 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2016.https://repositorio.upf.br/handle/123456789/2378porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:27:10Zoai:repositorio.upf.br:123456789/2378Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:27:10Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular Kapczynski, Ana Lucia Filosofia Ensino médio Currículos CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| title_full | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| title_fullStr | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| title_full_unstemmed | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| title_short | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| title_sort | A filosofia no ensino médio nos documentos pós LDB 9.394/96: avanços e desafios na organização curricular |
| topic | Filosofia Ensino médio Currículos CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2378 |