A presença da filosofia no ENEM: uma análise a partir da concepção histórica-temática-problematizadora

Abstract

The general objective of this dissertation is to analyze the National High School Exam (ENEM) tests over the contemporary discuss about philosophy teaching. With the obligation of philosophy teaching in high school since 2009, there was a restructuring of ENEM and the insertion of philosophy into the Human Science and its Technologies test. In this context emerges the problem: how occurs the contemplation of conception of the curricular organization historic-thematic-problematizing in the Science tests; analyzes the predominant conception about the Philosophy teaching into current discuss; verify if the ENEM test is in tuning with the academic discuss about the Philosophy teaching. The research has as reference the analysis of Human Science and its Technologies tests of the new ENEM applied since 2009, from the analysis of the subjects. The items were selected considering the contemplation of subjects of the National Curricular Orientations for the philosophy teaching and analyzed from the conception of the historic-thematic-problematizing teaching that is conceived as representative of the current discuss about the Philosophy teaching, defended by the Studies Nucleon about the Philosophy Teaching (NESEF). Nine tests have been analyzed totalizing 405 items. From 2009 to 2011, the Philosophy insertion happened in a seasonal way and with few philosophic texts. However, since 2012, the presence was constant – between seven and eight philosophy items by test and with predominance of classic authors. This scenario points to the institutional recognition and effectiveness of Philosophy in the high school considering the visibility which ENEM has been taking in the last years. The themes of biggest occurrence are ethics, politics and knowledge. Other themes are underutilized, condition due to pedagogics competences whose subject selection is lined in the problemsituations resolution instead of historical knowledges built by science. In this way, the historic-thematic-problematizing conception, although has figured in 15 of 47 philosophy items orients that it might have in the Philosophy teaching the representation of its history. This representation must occur in a way genuinely philosophical, that is, from the problematizing of a theme, to promote an effective Philosophy teaching for the high school, consistent with the philosophic reflection for the formation of subjects of autonomous thoughts.