Ensino de filosofia, interdisciplinaridade e currículo

Abstract

The present final paper aims, reflect and problematize in despite of the presence of the Phylosophy in the current Brazilian high school, because, at we glimpse in the effectively form their (re) insertion, it seems appropriate to reflect on the conditions and the possibilities of concretization this practice as a teacher of this discipline. Delicate question and subject proficuous to discussions, that permeates by the restructuring of the high school curriculum and by the definition of identity/specificity of the referred discipline. In this perspective, through an research qualitative-descriptive and bibliographic, made possible the selection of readings, critic and reflexive, having authors bases, as: Sílvio Gallo, Geraldo Balduíno Horn, Ronai Pires da Rocha, Olga Pombo, Jayme Paviani, among others. Well as the following documents: DCN (Diretrizes Curriculares Nacionais do ensino médio); PCN (Parâmetros Curriculares Nacionais); LDB (Lei de Diretrizes e Bases). That made it possible to trace a general panorama of history of philosophy teaching in Brazil, and thus, to glimpse your problematic in the contemporaneity. In this sense, the present paper is divided into three moments, with aim, in the first moment, rescue the sinuous trajectory of the philosophy throughout the education history in Brazil, detaching and questioning the main aspects that made possible and impossible its presence in the Brazilian curriculum up to its (re)insertion in the final step of the basic education, which occurred in 2008. At the second moment, we will seek make some conceptualizations of Curriculum, Interdisciplinarity, Philosophy, and their relationships to enable us to present a possible proposal for philosophy curriculum which is in line with the demands of interdisciplinar world. Lastly, the third moment, consists on the seeking to propose a curriculum of philosophy possible to the point of view of the interdisciplinarity.