Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Vieira, José Vanucci Evaristo |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://repositorio.ufc.br/handle/riufc/75683
|
Resumo: |
The research investigates the effects of educational reforms on the teaching of Philosophy in Brazil, especially in the New High School (NMS), through an approach that uses bibliographical analysis and experience reports. It begins with the historical trajectory of philosophy teaching, from colonisation to the current context. The instability and exclusion of philosophy from curricula throughout Brazilian history is analysed, which has had a negative impact on the country's critical and democratic education. The study analyses the challenges faced by secondary education in Brazil, highlighting educational reform, the National Common Curriculum Base (BNCC) and the New Secondary Education Law. It highlights the dilution of Philosophy into generic competences and the devaluation of the subject, a reflection of neoliberal policies that prioritise technical and market training to the detriment of critical thinking. The study highlights the resistance of students, teachers and the philosophical community to these changes. It concludes with the impact of the reform, which has generated uncertainty about the position and importance of philosophy, emphasising the need to preserve its relevance in the Brazilian educational scenario. |
