Abstract
The object of this paper is the history of philosophy teaching in the French and Brazilian school system. Our aim is to show that in France, where philosophy teaching is present in school curricula since many centuries, its relevance was not questioned but a few times throughout History; in other words, its history is marked by a stability. On the other hand, we verified that in Brazil the philosophy teaching is marked by an instability. We draw this conclusion thanks to a comparative discourse analysis, whose research question concerned the social representations about philosophy, in France and Brazil. By searching the causes that explain the different social representations in both countries, we could verify how much the philosophy teaching in France is stable, whereas in Brazil it’s marked by comings and goings in the school curricula.
Keywords:
history; philosophy; High School; France; Brazil