SciELO - Scientific Electronic Library Online

 
vol.34MAPEAMENTO DE COMPETÊNCIAS DE SUPORTE E DE APOIO PEDAGÓGICO E ADMINISTRATIVO DE PROFISSIONAIS QUE ATUAM NA MODALIDADE A DISTÂNCIADEMOCRATIZACIÓN E INCLUSIÓN EN LA UNIVERSIDAD ARGENTINA: SUS ALCANCES DURANTE LOS GOBIERNOS KIRCHNER (2003-2015) índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Compartir


Educação em Revista

versión impresa ISSN 0102-4698versión On-line ISSN 1982-6621

Resumen

FERREIRA, Amauri Carlos; BRISKIEVICZ, Danilo Arnaldo  y  FERREIRA, Soraia Aparecida Belton. CHALLENGES OF PHILOSOPHY: TEACHING PRACTICE IN HIGH SCHOOL. Educ. Rev. [online]. 2018, vol.34, e175684.  Epub 17-Ene-2018. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698175684.

In this work we discuss the new approach to teaching Philosophy following its reinsertion in the national Brazilian curriculum, according to law 038/2006. In High School, Philosophy has been (re)organized through complex relationships established between the subject in the educational scenario and also in the political universe that characterizes each lived context. In High School, Philosophy has a crucial impact in educating students to be critical citizens, as pointed out by both theoreticians and teachers during their pedagogical practice. Thus, we propose an understanding of this subject at the High School level, considering the point of view of teachers and varied aspects/uneasiness of the process of philosophizing. We discuss how teachers understand and signify their pedagogical practice, problematizing strategies/investigations that are able to foster the teaching of philosophy.

Palabras clave : Philosophy; Philosophy teaching; High School; Teaching practice.

        · resumen en Portugués     · texto en Portugués | Inglés     · Inglés ( pdf ) | Portugués ( pdf )