<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100208</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15729</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensão e perspectivas de pesquisadores acerca do ensino de filosofia no ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding and perspectives of researchers about teaching philosophy in high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Comprensión y perspectivas de investigadores sobre la enseñanza de la filosofía en la educación secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Fábio Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Ademir Aparecido Pinhelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Secretaria de Educação do Estado do Paraná Colégio Estadual Rio Branco ]]></institution>
<addr-line><![CDATA[Santo Antonio da Platina Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Secretaria de Educação do Estado do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, o objetivo foi investigar o entendimento e as perspectivas de pesquisadores acerca do ensino de filosofia. A pesquisa, de natureza qualitativa, bem como os dados analisados, origina-se de entrevistas realizadas com sete professores pesquisadores e publicadas na revista Filosofia: Ciência &amp; Vida, da Editora Escala. Para analisar as falas desses professores pesquisadores, utilizou-se a técnica de análise de conteúdo de Bardin, da qual emergiram três categorias: trajetória da disciplina de filosofia; metodologia do ensino de filosofia; e contribuições do ensino de filosofia no ensino médio. Os resultados apontam que a filosofia, como disciplina integrante do currículo das escolas de ensino médio, oscila, ao longo do tempo, entre permanências e ausências, e que a sua presença em 2020, diante da reforma decretada pela Lei nº 13.415/2017, vê-se condenada à exclusão. Assim sendo, é fundamental pensar em formas de resistência para a permanência da disciplina de filosofia no contexto educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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 &amp; Vida, by Editora Escala. Data were interpreted in the light of Bardin&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se propone investigar el entendimiento y las perspectivas de los investigadores sobre la enseñanza de la filosofía. La investigación cualitativa tuvo los datos para análisis provenientes de entrevistas sobre la enseñanza de la filosofía, las cuales se realizaron con siete profesores investigadores y se publicaron en la revista Filosofía: Ciência &amp; Vida, de la editorial Escala. Para analizar los discursos de estos profesores investigadores se utilizó la técnica de análisis de contenido de Bardin, del cual surgieron tres categorías: trayectoria de la materia de la filosofía; metodología de la enseñanza de la filosofía; y contribuciones de la filosofía en la educación secundaria. Los resultados apuntan a que la filosofía, como parte integral del currículo de las escuelas de educación secundaria, ha oscilado a lo largo del tiempo entre permanencias y ausencias, y que su presencia, en el año 2020, ante la reforma que dispone la Ley 13.415/2017, se ve condenada a la exclusión. Así, resulta fundamental pensar en formas de resistencia para la permanencia de esta materia en el contexto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologia do ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Entrevistas com professores de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Reforma do Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Philosophy teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[Interviews with philosophy professors]]></kwd>
<kwd lng="en"><![CDATA[High school reform]]></kwd>
<kwd lng="es"><![CDATA[Metodología de la enseñanza de filosofía]]></kwd>
<kwd lng="es"><![CDATA[Entrevistas con profesores de filosofía]]></kwd>
<kwd lng="es"><![CDATA[Reforma de la educación secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
<source><![CDATA[Métodos de coleta de dados no campo]]></source>
<year>2012</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Atlas]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
