Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Montero, Maria Fernanda Alves Garcia
 |
| Orientador(a): |
Rodrigues, Leda Maria de Oliveira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10316
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Resumo: |
This work aims to study the reasons alleged for the implementation of the Law nº 11,684 of June 2nd, 2008, which modified the article 36 of the Law nº 9394/ 1996, to include Philosophy and Sociology as compulsory subjects in High School. To do that, an historic of its proposal and processing in the Congress until the presidential approval, noting the political and ideological conflicts that have permeated this procedure, is needed. We also intend to study how Philosophy appears in the National Curriculum Guidelines for Secondary Education, in the Complementary Educational Guidelines for the National Curriculum Guidelines for Secondary Education, and in the Curriculum Orientations for Secondary Education . Official documents were the main source of research used. The methodoly used in this study was descreptive and reflective. The authors Apple, Gimeno Sacristán, Gramsci, Goodson and Chervel guided the research and data analysis. Of them we have used the concepts of hidden curriculum, official curriculum or real curriculum or prescribed and regulated curriculum, curriculum in action, ideology, curriculum and subject. Among the results we can cite the pressures of professionals from the educational area and from philosophers and sociologists; the political and ideological currents involved in the reintroduction of Philosophy as an subject; and the fact that, even though this reintroduction is a victory, Philosophy in the curriculum is still subject to ambiguities regarding the results of its reintroduction |
