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vol.34MAPEAMENTO DE COMPETÊNCIAS DE SUPORTE E DE APOIO PEDAGÓGICO E ADMINISTRATIVO DE PROFISSIONAIS QUE ATUAM NA MODALIDADE A DISTÂNCIADEMOCRATIZAÇÃO E INCLUSÃO NA UNIVERSIDADE ARGENTINA: SEUS ALCANCES DURANTE OS GOVERNOS KIRCHNER (2003-2015) índice de autoresíndice de assuntospesquisa de artigos
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versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

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FERREIRA, Amauri Carlos; BRISKIEVICZ, Danilo Arnaldo  e  FERREIRA, Soraia Aparecida Belton. CHALLENGES OF PHILOSOPHY: TEACHING PRACTICE IN HIGH SCHOOL. Educ. rev. [online]. 2018, vol.34, e175684.  Epub 01-Mar-2018. ISSN 0102-4698.  http://dx.doi.org/10.1590/0102-4698175684.

In this work we discuss the new approach to teaching Philosophy following its reinsertion in the national Brazilian curriculum, according to law 038/2006. In High School, Philosophy has been (re)organized through complex relationships established between the subject in the educational scenario and also in the political universe that characterizes each lived context. In High School, Philosophy has a crucial impact in educating students to be critical citizens, as pointed out by both theoreticians and teachers during their pedagogical practice. Thus, we propose an understanding of this subject at the High School level, considering the point of view of teachers and varied aspects/uneasiness of the process of philosophizing. We discuss how teachers understand and signify their pedagogical practice, problematizing strategies/investigations that are able to foster the teaching of philosophy.

Palavras-chave : Philosophy; Philosophy teaching; High School; Teaching practice.

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