O ensino de filosofia em perspectiva interdisciplinar no complexo integrado de educação em Itamaraju, BA

Abstract

This study reflects on the place that Philosophy occupies in the proposal of curriculum and teaching in the Integrated Complex of Education of Itamaraju (CIEI), implemented and coordinated by the Universidade Federal do Sul da Bahia (UFSB). For this, I set as the general goal of this research to investigate what are the challenges and perspectives around the methodological paths, in the light of interdisciplinarity, for the teaching of Philosophy in the school context of CIEI. Aligned with this objective, I presented the discussion about the History of Philosophy and its trajectory until becoming a mandatory component; In addition to passing through important pedagogical dimensions to the teaching of Philosophy, based on the theoretical presuppositions of official documents of the Ministry of Education (MEC), specifically those focused on the teaching of Philosophy and curriculum in basic education. The study was characterized by a bibliographical and qualitative nature, whose analysis is based on the observation of practical classes, conversation circles, as well as interviews with teachers and students from a semi-structured questionnaire. As a theoretical contribution, I turned to Alves (2002), Silvio Gallo (2000), Maria Tereza Cartolano (1985) and Vita (1969) to deal with the history of Philosophy teaching in high school. On the curriculum, the contributions of Silva (2005) and Aires (2012 and 2013) were used. On the methodology of Philosophy teaching, I have been based in Gallo (2009 and 2014), Cerletti (2009), Aspis (2009), The Common National Curriculum Base - BNCC, Brazil (2016); Curricular Guidelines for High School - OCEM, Brazil (2006); National Curriculum Parameters, Brazil (1998). For interdisciplinarity and the ecology of knowledge, I took as main reference the assumptions of Fazenda (1996), Santos (2010), Morin (2004) and Adas (2012). The theoretical contribution and the research carried out in the public school of the state in the city mentioned above served to discuss the place of Philosophy as a curricular component and to verify that the experience of the interdisciplinary attitude in the perspective of the integrated curriculum has its limits and difficulties; therefore, constitutes the main challenge to the subjects involved in the school context.