Por que ensinar filosofia? Desafios e motivações para professores nas escolas de ensino médio no município de Santana - Amapá

Abstract

The purpose of this work was to accomplish an exploratory study about Philosophy in High School: challenges and perspectives. Even though it is a compulsory subject in this period of students' formation, this knowledge faces challenges and difficulties regarding its school praxis. Although it is recognized as a transforming and emancipatory discipline it is limited by curricular impasses, and such objections sometimes reduce its goals. As a methodological approach, it was decided to carry out a descriptive research using forms containing four structured questions that were applied to four teachers with higher education in philosophy, who teach this subject in four different schools that belong to the state public network in the Municipality of Santana, in the state of Amapá. The efforts of this research were focused on obtaining data and bibliographic studies in articles, annals, monographs, journals and theses. For the theoretical contextualization of the research, a brief explanation was made regarding the exclusion and compulsory insertion of this discipline in the school base through the constitutional organizing instruments, such as the Law of Directives and Basis of National Education (LDBEN) and the National Curricular Parameters (PCNs). The work also points out the importance of philosophy, its role, its teaching and the applied method. In the discussion the methodological tools applied by the teachers in the classroom were approached as a way to motivate the students' participation in the philosophical subjects. The final considerations point to the challenges motivating teachers of philosophy, considering the need for adjustments in the institutional design and application of the process of insertion of this discipline in the curriculum in this stage of educational formation.