A filosofia no contexto do novo ensino médio: disciplinaridade e interdisciplinaridade em questão

Abstract

This research aims to bring theoretical and methodological contributions to the teaching of Philosophy in high school, taking into account the current Brazilian educational context marked by several and profound changes in educational legislation. Our research object is Philosophy as a curricular component, in its interaction relationship with the other contents contained in the high school curriculum. Thus, we translate the research theme into the following problem: what characteristics of Philosophy make it a very important subject in the context of the new high school? The objectives of this Thesis are: to show the results of the study carried out on the new high school in the State of Alagoas; to present the characteristics of Philosophy that favor interdisciplinarity and to investigate how Philosophy is able to interact with the other subjects of the curriculum of the new high school and to encourage interdisciplinarity. To meet these objectives, we used documentary research, bibliographic research, case study and content analysis as methodology. Documentary research was necessary to understand the transformations proposed for the new high school, both at the national and state levels (Alagoas). Therefore, we need to analyze documents such as: Law 13.415/17; the National Curricular Common Base – BNCC; the National Curriculum Guidelines for Secondary Education – DCNEM; the Alagoas Curricular Reference, among other documents. The bibliographic research has as main references authors who develop curriculum theory, such as: Miguel Arroyo (2011); André Chervel (1990) and Michael Young (2010). Authors who address the issue of overcoming disciplinary barriers, such as: Terry Shinn (2020), Hilton Japiassu (1976) and Jayme Paviani (2008). And authors who theorize more specifically about the teaching of Philosophy such as: Ronai Rocha (2015), Alejandro Cerletti (2009) and Sílvio Gallo (2012). The new high school advocates a major curricular change by relativizing the presence of disciplinarity and instituting a teaching divided by areas of knowledge, whose focus is the training itineraries. or the training itineraries, a greater distribution of workload is given and, in the specific case of the State of Alagoas, in the Curricular Reference, only the training itineraries are clarified, the curricular components that make up the curriculum of this part of high school and their respective workload. In order to have interdisciplinarity, disciplines must exist. And the discipline of Philosophy in high school favors interdisciplinarity.