A profanação como possibilidade para a educação em filosofia no ensino médio: análise dos programas de filosofia entre 1940 e 1961

• Ano de defesa: 2014
• Autor(a) principal: Coelho, Ulisses Mendes [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Ensino médio; Filosofia - Estudo e ensino; Ensino - Curriculos; Arqueologia - Filosofia; Genealogia (Filosofia); Education, Secondary
• Link de acesso: http://hdl.handle.net/11449/123207; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/15-04-2015/000824748.pdf

The purpose of this paper is to think new ways to conceive about the teaching of Philosophy in Brazilian secondary school. For this, discusses the pedagogical relationship that establishes philosophy textbook in teaching practice of teachers by analyzing the first National Textbook Program (PNLD - 2012) for the discipline that regulate the use of textbooks which should be taught at schools. In the analysis of the ways of education that propagate these works, it is identified that aproaches the teaching of philosophy in the dynamics of repetition and memorization of philosophical principles, in other words, the student, to be approved in the Philosophy curricular component, must simply memorize and repeat the restrained broadcast in the textbook. However, to situate the moment when teaching through textbooks was admitted as true in Brazil and gains strength repeating until today, we turn to the concepts of archeology and genealogy worked by the philosopher Michel Foucault. Such thinking strategies allowed to find the National Commission Textbook (CNLD - 1940) the first historical emergence of textbooks in Brazilian education regulated by the Federal Government, and the historical analysis of the period alows to realize a resemblance to the period in which the teaching through textbooks and the logic of repetition and memorization of principles was organized systematically for European schools by Comenius in the Magna Didactics. So, the Brazilian education in the twentieth century as it was thought by Comenius to the seventeenth century, takes the function of to enable and to guide the school institution as a disciplinary power. A possibility of thinking about the teaching of philosophy that is different from this in practice was designed with the help of Giorgio Agamben, Jacques Rancière Jorge Larrosa through ways of making philosophical experiments in teaching philosophy in the teaching of Philosophy regulated by educational institutions.