<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122022000100117</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v27.e022033</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de filosofia na educação básica: possibilidades de resistência]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of philosophy in basic education: possibilities of resistance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castaman]]></surname>
<given-names><![CDATA[Ana Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magarinus]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal do Rio Grande do Sul Grupo de Pesquisa Políticas Públicas e Formação de Professores para a Educação Básica e Profissional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,IFRS Programa de Pós-graduação Mestrado Profissional em Educação Profissional e Tecnológica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122022000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122022000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122022000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo aborda a situação do ensino da Filosofia na conjuntura histórica da Educação brasileira. Por meio de uma pesquisa bibliográfica e documental propõe-se a investigar reflexivamente as condições que o ensino da Filosofia tem de se (a)firmar como condição à promoção do pensamento autônomo no Ensino Básico, dentro do espaço que lhe é reservado no atual contexto educacional brasileiro, marcado por reformas de cunho neoliberal voltadas aos interesses do mercado. Partindo da concepção de Filosofia como criação de conceitos, compreende-se como sua principal função em sala de aula, entre outras, apresentar-se como um ambiente livre das demandas externas estabelecidas pelos programas oficiais de ensino no qual os estudantes tenham possibilidades de desenvolver o pensamento autônomo e construir sua subjetividade de forma desprendida. Essa atribuição requer determinados requisitos, como a presença da Filosofia enquanto disciplina, professores especializados na área e tempo livre e de qualidade o suficiente para o exercício do pensar autônomo, os quais se encontram ausentes, em sua maioria, no modelo de ensino que está sendo implementado. No atual cenário, marcado por reformas guiadas por tendências neoliberais que submetem a Educação aos interesses da Economia, o espaço da Filosofia no Ensino Básico encontra-se reduzido e ameaçado. Tais mudanças reforçam o dualismo presente na Educação brasileira, o qual atribui uma formação geral à classe privilegiada e outra de cunho laboral à trabalhadora, impedindo a implantação de uma formação humana integral para todos(as), na qual a Filosofia ocupa papel fundamental. Compreende-se, por fim, que, apesar do cenário desfavorável, resta à Filosofia criar formas de resistência, dentro e fora da escola, para poder se (a)firmar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses the situation of teaching philosophy in the historical context of Brazilian education. Through a bibliographical and documentary research, it is proposes to reflectively investigate the conditions that the teaching of philosophy has to (a) assert itself as a condition for the promotion of autonomous thinking in basic education, within the space reserved for it in the current Brazilian educational context , marked by neoliberal reforms, aimed at market interests. Based on the concept of philosophy as the creation of concepts, its main function in the classroom, among others, is to present itself as an environment free from the external demands established by official educational programs, in which students are able to develop autonomous thinking and build their subjectivity in a detached way. This assignment requires certain requirements such as the presence of philosophy as a discipline, teachers specialized in the area, and free time of sufficient quality to exercise autonomous thinking, which are mostly absent in the teaching model that is being implemented. In the current scenario, marked by reforms guided by neoliberal trends that submit education to the interests of the economy, the space for philosophy in basic education is reduced and threatened. Such changes reinforce the dualism present in Brazilian education, which assigns a general education to the privileged class and another of a labor nature to the female worker, preventing the implementation of an integral human education for all, in which philosophy plays a fundamental role. Finally, it is understood that, despite the unfavorable scenario, it remains for philosophy to create forms of resistance, inside and outside the school, in order to be able to assert itself.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Reforma do Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Secondary Education Reform]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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