Ensino de filosofia, valores éticos e a reformulação da BNCC: reflexões críticas a partir da prática da cidadania

Abstract

This thesis discusses the issue of Philosophy teaching, ethical values, and the reformulation of the National Common Curricular Base (BNCC): critical reflections based on the practice of citizenship, presenting an analysis of the BNCC. In dialogue with modernity, the present work addresses the question of human autonomy and the process of emancipation through education, starting from the assumptions of the contractualist philosophers, passing through Kant’s project of a universal morality, and culminating in Habermas’s proposal of a discourse ethics. These theoretical perspectives serve as a framework to highlight the importance of dialogue and the pursuit of consensus as premises of a democratic society, in which the role of education goes beyond the mere transmission of knowledge. The research object is guided by the following question: “In what way does the teaching of Philosophy translate into an ethical experience in High School?” The objective of this study is to understand how the National Common Curricular Base (BNCC) enables dialogue aimed at building ethical attitudes and behaviors in the teaching of Philosophy, based on the universe of High School students. Two hypotheses are proposed: (1) the teaching of Philosophy constitutes a disciplinary space for learning ethical values; (2) the updating of the BNCC has repositioned Philosophy teaching as a space for discussing ethical and identity processes. The research methodology focuses on two complementary approaches: bibliographical research and qualitative analysis. The development of this thesis was based on the reading of works addressing ethics and the teaching of Philosophy, including authors such as Kant, Habermas, Paulo Freire, Adorno, and Junot Cornélio Matos. The major challenge here is to reflect on an education directed toward ethical and civic values. The school is presented as a crucial component in promoting a life guided by values. Therefore, learning is not limited to interacting with the world but also involves intervening, deconstructing, constructing meanings, proposing directions, and suggesting possibilities. The challenge does not consist in instilling values, norms, rules, prohibitions, and punishments, but in understanding how we can build a society founded upon these very values, norms, rules, and restrictions, and an education that enables the emancipation of individuals.