Resumen

FONTE, Sandra Soares Della  y  GAVE, Viviane Vaz. Teaching philosophy and politics: an approach from Hannah. Acta Educ. [online]. 2022, vol.44, e54680.  Epub 01-Feb-2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.54680.

It aims to evaluate the contribution of some conceptual categories developed by the political philosopher Hannah Arendt to understand the contemporary situation of the school subject of Philosophy in Brazilian high school. In the light of the concepts of politics, crisis of education, authority and public space and the historical analysis that relates the emergence of Philosophy with the birth of politics in the Greek polis, it is suggested that the discipline of Philosophy is characterized as one of the mediations at school from the pre-political world to the political world. It starts with the historical analysis of the presence of the subject in the Brazilian school curriculum until it reaches the critique of Law nº 13.415 / 2017 related to the counter-reform of high school. In the writing of this law, the overlapping of private interests in the public sphere materializes, which represents the annihilation of the public space itself. In addition, this law makes the presence of Philosophy in the school curriculum optional. This release reinforces the historical instability of Philosophy's legitimacy in Brazilian basic education, as well as contributes to weaken the school's own role in mediating the transition from the pre-political to the political world. It is argued that, in order to guarantee a space in which human beings can act and speak (proper place for political achievement), the teaching of philosophy should not be extinguished from the formal education of individuals.

Palabras clave : Hannah Arendt; politics; public space; philosophy teaching.

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