Aspectos da trajetória do ensino de filosofia no ensino médio brasileiro: avanços, retrocessos e perspectivas

Abstract

This work sought to outline the path that Philosophy has taken in the history of Brazilian education. Its objective was to analyze dissertation texts, theses and articles that outlined the consequences of Federal Law 11,684/2008, which established the mandatory teaching of philosophy at secondary level. Also, it analyzed Federal Law 13,415/2017, which removed this obligation and established that Philosophy was only a transdisciplinary subject. Finally, through this analytical study, it was verified how much progress was possible when this subject became more mandatory in high school. Such facts lift the veil on the need for more specific and decisive regulation. It is observed that there were several reforms, from the colonial period, through the imperial period and culminating with the Republic. Even so, the matter underwent many other changes. It came back several times and many more times it ceased to exist as a discipline. There is a perceived need to establish a critical consciousness but with greater discernment about reality, without resorting to conflict and disorder.