O ensino de Filosofia e a Base Nacional Comum Curricular para o Ensino Médio - BNCC-EM

Abstract

In this work, I reconsider the radical and hopeless analysis about philosophy teaching in Brazil, which I published under the title "Posfácio a uma década iluminada: filosofia no ensino médio (☆2008 - ✝2016)" (BRITO, 2017). In addition, I reproduce with some circumstantial changes the three main points presented in the analysis of the aforementioned Posfácio, namely: i) where we wanted to go (through the teaching of philosophy in high school) and could no longer do so; ii) the problem of teaching philosophy that prevented us from going where we wanted and its solution; iii) from where teaching philosophy in high school made sense. I add two other topics to these three listed: iv) the BNCC itself in five definitions and a flow chart; v) "The philosophical character of "competence development" and "skills acquisition". With this last point, suggested in the form of a questioning, I descriptively present the new "place" of philosophy teaching in the basic education curriculum, as established by the new BNCC-EM (2018). Finally, I question whether its utopian character can be effective in high school from the "Pedagogical Residency in Philosophy Program", since the thesis that the teaching of philosophy should be oriented to "the development of competencies and the acquisition of skills" already presupposes didactic-philosophical competencies and skills" of teachers. Therefore, such didactic-philosophical skills and abilities require a teacher training process oriented to the implementation of a curriculum that should be demarcated by the syntactic, semantic, and pragmatic axes respective to each area of knowledge.