A Filosofia no currículo do ensino médio de Mato Grosso do Sul: aspectos normativos e conceituais

Abstract

This work arose from some concerns aroused in educational practice and become aware of Curriculum Benchmarks State of Mato Grosso do Sul to the discipline of philosophy. The Benchmarks want to ensure students skills and abilities, through the teaching of this discipline. Such powers, established by the state, lead us in this work to reflect on the legal aspects and concepts that guide the teaching of philosophy in Brazil and the state of Mato Grosso do Sul philosophy again became compulsory in state schools of that state since the year 2001. Thus, the aim of this work, through a theoretical document, understand for what reasons the teaching of philosophy was present again in the public schools and what is expected as part of the philosophy curriculum. Reviewing the history of the discipline of philosophy in education in Brazil, we found that this was characterized as an intermittent course in the curriculum because, according to the political tendencies of those who exercised administrative power, was inserted or removed from the curriculum. As for the conceptual aspects present in norms, we realize that the concepts of citizenship and intellectual autonomy are closely related to philosophy. Thus, we understand that the normative point of view, philosophy must be present in the curriculum to assist in training for citizenship and intellectual autonomy. This relationship between philosophy, citizenship and autonomy becomes complex due to the fact that the concepts are not unequivocal and also because of the reality and the material conditions of teaching discipline, such as workload, the volume of content to be taught , competencies and skills that must be acquired and teacher training. These conditions, in our view, hinder a proper development of the teaching of philosophy with the students.