Filosofia no ensino médio: luta histórica, didática e conteúdos para sala de aula

Abstract

This dissertation concerns about philosophically thinking the Philosophy teaching regarding its historical struggle, didactics and contents. The importance of such knowledge is supported by the recent federal law approval which states the obligation of this subject in high schools. By studying the reasons why Philosophy was excluded and then included in high school regular courses arouses the debate of which are the best procedures to define the minimum national contents, as well as, what would be the best (philosophical) didactics to the students. Upon thinking of Philosophy regarding the characteristics and specificities attributed to it which can only be explained by using didactics also based on Philosophy what makes Michel Tozzi and his concept of philosophical didactics and Delueze and Guaterri and their theory regarding the creation of philosophical concepts the source of this work which must be the guide to any Philosophy teaching plan. Taking the investigative dialogue and the use of philosophical texts as an essential principle, we will analyze the sentence being critical and autonomous as proposed on LDB (Basis and Orientation Laws) and being supported by the concepts of Adorno s Critical Theories, we will suggest a possible didactic way to be worked out.