A filosofia como saber escolar no Brasil: uma história a partir dos livros escolares (1960-2018)

Abstract

This thesis is part of Research Line 2 - Educational Public Policies, Educational Practices and their Interfaces, the Graduate Program in Education (PPGE), Federal University of Santa Maria (UFSM). His research corpus consisted of school books used for philosophy classes in the Brazilian public school between 1960-2018. It is situated in the scope of research carried out in the field of the history of school disciplines, referenced in Chervel (1990), Choppin (1998; 2004) and Bitencourt (1993). The general objective of the research was to identify and analyze the structuring elements of the architecture of school philosophy knowledge, from the analysis of school books that were produced and used between the years 1960 and 2018 in Brazil. The problem that guided our investigative path had the following formulation: from the analysis of textbooks, from the period 1960-2018, which elements demarcated and constituted the architecture of philosophy as school knowledge in Brazil? Through the analysis of sixteen textbooks and curricular policies of each period, according to Chervel (1990), we pursue the purposes and practices of teaching philosophy through the identification of elements such as: authors/ use of images and organization of summaries. Our research allowed us to understand that philosophy - taught school knowledge - has undergone significant changes in response to changes in school purposes, indicated in normative documents, especially during the period of democratization of public school. The textbooks were fundamental in the transition from erudite and academic philosophical knowledge to an autonomous school philosophical knowledge, important for the formation of students. Until the 1970s, the teaching of philosophy at school was based on historical tradition, that is, on the teaching of the history of philosophy. With the democratization of public school and with the changes in educational policies, especially from LDB 9.394/1996, new educational and didactic approaches emerged, giving centrality to citizen training and the development of critical thinking. The change in the purposes of the school was a determining factor for the investment in new methodological and didactic approaches to the teaching of philosophy