Políticas curriculares como políticas para o pensar: uma análise do sistema apostilado do ensino de filosofia

Abstract

This scientific paper is the object of a qualitative research, with its exploratory aspect and it was taken during the specialization course entitled Fundamentos de uma Educação para o Pensar. The vital objective of this investigation was to analyze the curricular proposal in schools in the State of São Paulo and philosophy as a school subject. Historically, we have researched this school subject since the colonial period and its settlement. It is important to emphasize that this place to be "settled" or not has been lead by social, historical and political currents in this country. After its mandatory application in schools according to law, the education (school, thinkers, coordinators, teachers), focused its attention on the effective service of a philosophical activity as a school subject. Considering all this, queries about the importance of philosophy or what determines its fulfillment in the educational process still are matters of such weight in this reflection. However, another big question is: If philosophy is "mandatory" in all grades of the secondary school, how can it be taught in such a place and time? We have considered that more than one question is important to be considered about the means in which we want to effective the return of philosophy as a school subject in high schools. In 2008, the schools from the State of São Paulo received booklets as didactic material resource. Our proposal was, since then, to analyze this material, which was delivered to a large amount of students and philosophy teachers as well. The analysis consisted in understanding whether these are about a serious philosophy study or not, and the speculation of its pros and cons in the teaching and the learning process.