Os efeitos do novo ensino médio sobre o ensino de filosofia em duas escolas da rede pública cearense

Abstract

With the new high school model, a lot of information on how such a system would affect the teaching of philosophy in public schools became available. Excessive information, mixed with misinformation, generated anguish in teachers of this subject. An empirical study on the effects of curriculum changes on the teaching of philosophy in high school is required. This work is tasked with that as purpose. Our theme is the impact of the new high school model upon the teaching of philosophy. First, we need to describe what philosophy as high school subject is, what composes it, how it arose and what its role. Then check which changes were made with the new high school model, first in curriculum, but also in material terms, such as textbooks. Finally, through the direct experience of school life, registered in a diary, we can assess whether the new high school model solves the historical problems of philosophy teaching, such as the low workload, and whether others problems were created in the process. It is observed that the idea of disciplines working together is almost impractical, the workload available to the philosophy teacher increased, the philosophical content in the books was greatly reduced, the discipline has not disappeared and there are spaces in other disciplines to teach philosophical content. It is concluded that, although the new high school model has brought positive changes, it has brought more negative changes in operational terms, making desirable a reversal to the old model or, at least, the production of material that reduces the negative impact while potentiating the positive impact.