<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602023000100141</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.83156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino da filosofia no discurso das políticas públicas educacionais no período 1996-2006]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy Teaching in the discourse of the public educational policies in the period of 1996-2006]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segundo]]></surname>
<given-names><![CDATA[Paulo Roberto Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomazetti]]></surname>
<given-names><![CDATA[Elisete Medianeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602023000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602023000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602023000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No presente artigo compartilhamos alguns resultados da pesquisa de mestrado realizada no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. A questão que a orientou foi formulada da seguinte forma: como o discurso das políticas públicas e das produções acadêmicas sobre ensino da filosofia vem conduzindo formas de ser professor(a) de filosofia? No entanto, neste texto tratamos de uma parte apenas da pesquisa, que diz respeito aos documentos das políticas públicas educacionais e discorremos sobre a metodologia de pesquisa, cuja inspiração é a filosofia de Michel Foucault. Os conceitos: discurso, governamentalidade e enunciado sustentaram a problematização realizada. Foi evidenciado, a partir dos enunciados que constituem o discurso dos referidos documentos, o modo como o(a) professor(a) de filosofia é conduzido(a) a realizar sua prática pedagógica. A partir da pesquisa indicamos que as políticas públicas educacionais, indutoras de novas práticas curriculares, exercem um governamento na conduta dos/das professores (as) de filosofia, na medida em que situam a filosofia e o ensino da filosofia em um registro de saber moderno eurocentrado. Nas considerações finais indicamos uma possibilidade de governamento, a partir de outras concepções de filosofia e de ensino de filosofia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the present article it is share some results of the master&#8217;s research realized in the Education Post Graduation Program of Federal University of Santa Maria. The main question that oriented the research was formulated as: How the discourse of the public policies and the academic productions concerning the philosophy teaching has been conducting the ways of being a philosophy teacher? However, in this article we decided to tackle only one part of this research, the one that pertains to the documents of the educational public policies and expatiate about the research methodology, which was inspired by Michel Foucault&#8217;s philosophy. The concepts: discourse, governmentality and wording sustain the problematization made. It has been brought to light, from the wordings that constitute the discourse of the refer documents, the way how the philosophy teacher is conducted to made his pedagogical practice. Throughout the research we indicate that the educational public policies, inductors of the new curricular practices, exercise a government of the philosophy teacher conduct, as far as the philosophy and the philosophy teaching are situated in a euro center knowledge register. In the final consideration we indicate a government possibility, thenceforth the other&#8217;s philosophy and philosophy teaching conceptions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[da Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Governamentalidade]]></kwd>
<kwd lng="pt"><![CDATA[Enunciado]]></kwd>
<kwd lng="en"><![CDATA[Philosophy Teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational Public Policies]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Governmentality]]></kwd>
<kwd lng="en"><![CDATA[Wordings]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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