<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100305</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.68034</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobreviventes e náufragos: reflexões sobre Filosofia e Sociologia no Ensino Médio no contexto de disputas sociopolíticas contemporâneas]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobrevivientes y náufragos: reflexiones sobre Filosofía y Sociología en la Educación Secundaria en el contexto de disputas sociopolíticas contemporáneas]]></article-title>
<article-title xml:lang="en"><![CDATA[Survivors and castaways: reflections on Philosophy and Sociology in Secondary Education in the context of contemporary sociopolitical disputes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Gustavo Louis Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Patrícia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Elisângela da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spiess]]></surname>
<given-names><![CDATA[Marcos Alfonso Rucinski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Uruaçu Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Federal de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito]]></addr-line>
<country>Federal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Esse trabalho objetiva problematizar os condicionantes de permanência da disciplina de Filosofia e Sociologia no Ensino Médio, na educação brasileira, em contexto de crise democrática e avanço do autoritarismo na última década. O objetivo é, primeiro, identificar no processo de institucionalização da Filosofia e da Sociologia na Educação Básica a concomitância de temáticas e de tensões políticas que concorreram para a permanência dessas disciplinas na Educação Básica, e, em segundo lugar, refletir sobre a sobrevivência da Filosofia e da Sociologia no Ensino Médio Integrado da Rede Federal como um traço de distinção na comparação com a oferta da educação pública de nível médio. O caminho proposto para essa análise foi partir de um breve delineamento da ideologia Olavo-bolsonarista em torno da Educação, em que buscamos analisar os vínculos do campo político do progressismo com essas duas disciplinas na Educação Básica. No segundo momento, analisamos a relação entre a entrada dessas disciplinas no Ensino Médio (a partir de 2008) e a transformação recente nos campos das Ciências Sociais e da Filosofia, buscando identificar o questionamento dos cânones admitidos por essas disciplinas, dos objetivos políticos formulados e dos currículos ainda em processo de adaptação. No terceiro momento, sugerimos algumas observações sobre a sobrevivência da Filosofia e Sociologia na Rede Federal, ressaltando o contexto político adverso para essa permanência e a persistente situação de ameaça. Os resultados iniciais dessa pesquisa são a percepção da baixa institucionalização e a fragmentação da presença da Filosofia e da Sociologia na Educação Básica, que reforçam a deslegitimação do conhecimento científico e das Ciências Humanas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Esta investigación tiene como objetivo problematizar las condiciones de permanencia de la asignatura de Filosofía y Sociología en la Enseñanza Secundaria, en la educación brasileña, en un contexto de crisis democrática y avance del autoritarismo en la última década. El objetivo es, primero, identificar, en el proceso de institucionalización de la Filosofía y la Sociología en la Educación Básica, la contemporaneidad de temas y tensiones políticas que contribuyeron a la permanencia de estas disciplinas en la educación básica, y, segundo, reflexionar sobre la supervivencia de Filosofía y Sociología en la Educación Secundaria Integrada de la Red Federal como rasgo diferenciador frente a la oferta de educación secundaria pública. El camino propuesto para este análisis fue partir de un breve esbozo del ideario olavo-bolsonarista en torno a la educación, en el que buscamos analizar los vínculos del campo político del progresismo con estas dos asignaturas en la Educación Básica. En el segundo momento, la relación entre el ingreso de estas asignaturas en la Enseñanza Secundaria (a partir de 2008) y la transformación reciente en los campos de las Ciencias Sociales y la Filosofía, buscando identificar el cuestionamiento de los cánones admitidos por estas disciplinas, los objetivos políticos formulados y los currículos aún en proceso de adaptación. En el tercer momento, sugerimos algunas observaciones sobre la supervivencia de la Filosofía y la Sociología en la Red Federal, destacando el contexto político adverso para esta permanencia y la persistente situación de amenaza. Los resultados iniciales de esta investigación es la percepción de baja institucionalización y la fragmentación de la presencia de la Filosofía y la Sociología en la Educación Básica, que refuerzan la deslegitimación del saber científico y las Ciencias Humanas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This work aims to problematize the conditions for the permanence of the disciplines of Philosophy and Sociology in High School, in Brazilian education, in a context of democratic crisis and the advance of authoritarianism in the last decade. Firstly, the objective is to identify in the process of institutionalization of Philosophy and Sociology in Basic Education the concomitant of themes and political tensions that contributed to the permanence of these disciplines in basic education, and, secondly, to reflect on the survival of Philosophy and Sociology in Integrated Secondary Education of the Federal Network as a distinguishing feature in comparison with the provision of public secondary education. The path proposed for this analysis was to start with a brief outline of the Olavo-Bolsonarist ideology around education, in which we seek to analyze the links between the political field of progressivism and these two disciplines in Basic Education. In the second moment, the relationship between the entry of these disciplines in High School (from 2008) and the recent transformation in the fields of Social Sciences and Philosophy, seeking to identify the questioning of the canons admitted by these disciplines, the formulated political objectives and the curricula still in the process of adaptation. In the third moment, we suggest some observations about the survival of Philosophy and Sociology in the Federal Network, highlighting the adverse political context for this permanence and the persistent situation of threat. The initial results of this research are the perception of low institutionalization and the fragmentation of the presence of Philosophy and Sociology in Basic Education, which reinforce the delegitimization of scientific knowledge and the Human Sciences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[sociologia e educação]]></kwd>
<kwd lng="pt"><![CDATA[filosofia e educação]]></kwd>
<kwd lng="pt"><![CDATA[crise dos paradigmas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[sociología y educación]]></kwd>
<kwd lng="es"><![CDATA[filosofía y educación]]></kwd>
<kwd lng="es"><![CDATA[crisis de los paradigmas educativos]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[sociology of education]]></kwd>
<kwd lng="en"><![CDATA[philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[crisis of educational paradigms]]></kwd>
<kwd lng="en"><![CDATA[democracy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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