Resumo

CHAVES, Kleber Santos  e  EUGENIO, Benedito Gonçalves. Discourse on philosophy teaching in the high school curriculum: defense of a problem, curricular conception and affirmation of a practice. Educação e Filosofia [online]. 2022, vol.36, n.77, pp.1107-1139.  Epub 29-Jan-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n77a2022-64947.

In this article we present part of the results of a research of qualitative nature and bibliographic cut whose problem involves the meanings of Philosophy teaching in the curriculum for high school in the period from 2009 to 2019. Thus, we aim to investigate the discourses on teaching Philosophy in high school present in the academic production of the most recurrent authors in the theoretical field. To this end, we focus on the Discourse Theory of Ernesto Laclau and Chantal Mouffe, whose theoretical potency, already affirmed in important works in the educational field, allowed us to identify the problem of the non-recognition of philosophy teaching as a nodal point that unites a part of the academic philosophy community in the antagonistic claim that such teaching should be part of the Brazilian high school curriculum.

Palavras-chave : Philosophy; Philosophy teaching; Curriculum; High school; Discourse Theory.

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