Resumo

GABRIEL, Fábio Antonio; PEREIRA, Ana Lúcia  e  MENDES, Ademir Aparecido Pinhelli. Understanding and perspectives of researchers about teaching philosophy in high school. Educ. Teoria Prática [online]. 2022, vol.32, n.65, e09. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v32.n.65.s15729.

This paper sought to investigate the understanding and perspectives of researchers about teaching Philosophy. It consists of a qualitative research conducted with data collected by means of interviews with seven research professors published in the journal Filosofia: Ciência & Vida, by Editora Escala. Data were interpreted in the light of Bardin’s (2016) content analysis, resulting in three categories: Philosophy trajectory; Philosophy teaching methodology; and contributions of Philosophy in high school. As an integral part of the high school curriculum, Philosophy fluctuates between permanence and absence. Moreover, the reform instituted by Law no. 13,415/2017 has condemned the subject to exclusion. These findings indicate the need for about forms of resistance for the permanence of Philosophy in the educational context.

Palavras-chave : Philosophy teaching methodology; Interviews with philosophy professors; High school reform.

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