Filosofia e a Base Nacional Curricular Comum (BNCC), presença ou ausência? A Filosofia e o novo Ensino Médio
A recurring problem in the history of Philosophy teaching in Brazil concerns the presence of Philosophy and its contents in Brazilian teaching. With the approval of the BNCC, on December 14, 2018, this debate becomes prominent, given that, although the BNCC is not a consensus, it is a reality and is...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da UFMA |
| Idioma: | portugués |
| OAI Identifier: | oai:tede2:tede/3946 |
| Acceso en línea: | https://tedebc.ufma.br/jspui/handle/tede/3946 |
| Access Level: | acceso abierto |
| Palabra clave: | Filosofia; Ensino; BNCC Philosophy; Teaching; Filosofia Brasileira |
| Sumario: | A recurring problem in the history of Philosophy teaching in Brazil concerns the presence of Philosophy and its contents in Brazilian teaching. With the approval of the BNCC, on December 14, 2018, this debate becomes prominent, given that, although the BNCC is not a consensus, it is a reality and is in the implementation stage and, this implementation, interfered directly in the pedagogical policy of the school, in the curricular structure of the school and in the teaching practice in the exercise of teaching. In this perspective, through content analysis, about bibliographic objects, official documents and the BNCC, our research aims to identify the competences and abilities that we share with other areas of knowledge in the development of competences proposed by the BNCC for High School. Therefore, in the first chapter we will make a brief history about the teaching of Philosophy in Brazil. In the second chapter, we will make through the work "The teaching of philosophy as a philosophical problem" (2009), by Alejandro Cerletti, a study on the complexity of the teaching of Philosophy, trying to understand the identity of Philosophy and philosophizing, as well as reflect on , the function and purpose of Philosophy as a discipline and what to teach and how to do it. In the third chapter, based on Ronai Pires da Rocha’s work “Ensino de Filosofia e Currículo” (2008), we will seek to discuss, among various issues, the issue of curriculum and all its implications for the teaching of Philosophy, seeking to make it meaningful the discipline in relation to the general, formative objectives of High School and the specific objectives of Philosophy. In the fourth chapter, with the work “The Nature of Philosophy and its Teaching” (2002), by Desidério Murcho, we will reflect on the importance and role of the Philosophy teacher in teaching Philosophy. In the fifth chapter, we have the practical part of our work, which consists of mapping the skills and abilities to be acquired by the student suggested by the BNCC that we share with other areas of knowledge and then we will present the analysis of this mapping identifying contents, themes , concepts and philosophical ideas necessary for the development of these skills and abilities. |
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