Abstract

FAVERO, Altair Alberto; KAPCZYNSKI, Ana Lúcia  and  CENTENARO, Júnior Bufon. The teaching of Philosophy as an potentiator of the interdisciplinary experience in Basic Education: interfaces between Hannah Arendt and Matthew Lipman. Conjectura: filos. e Educ. [online]. 2019, vol.24, e019004.  Epub July 31, 2020. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v24.e019004.

The Law of Guidelines and Bases (9.394/1996) inserted the philosophy in the curriculums of the high school with the indicative of interdisciplinary, remaining open questions about how to make the philosophy potentialize the interdisciplinary experience. With the objective of correlating interdisciplinary and philosophy, the article results from a hermeneutics analysis that confronts Hannah Arendt’s reflections on the crisis in education and the proposal of the research community of Lipman. Part of the notion that, in the mid-twentieth century, traditional education was replaced by progressive pedagogy and education began to be thought of as a science of teaching in general, in order to meet the dynamics of scientific and technological advancement. The analytical and linear vision of specialties does not respond satisfactorily to the current demands of a complex, articulate and rapidly changing science. Given the interdisciplinary requirement of science, the specific philosophy is the questioning and the systematization of the philosopher; of mediation between disciplines, due to the holistic dimension of its contents, and epistemological surveillance as a feature of revision and updating of the know-how.

Keywords : interdisciplinary; Philosophy; Science; Crisis in education; Research community.

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