Abstract
The article that follows is about presence and development of philosophy teaching in Brazil, trying to understand several elements involved in that process and, above all, how the discipline has always been treated with some neglect within educational process and national educational project. That points out even being present in our history of education that subject has always been in a condition of dispute to assert itself and become present in our curriculum. Finally, we seek to understand philosophy in curriculum and how it is consolidated in context of national basic education.
Highlights
In order to talk about philosophy in Brazil, it is essential to take back the beginnings of development of our society
Philosophical thought has been present in those lands, as Machado [1] has shown us in his work "A Philosophy in Brazil", where he traces a chronology of different moments, of philosophical thinkers and currents of thought which prevailed in each one of those periods
That law project defends the increase of high school hours, application of Enem in serial form and exclusion of philosophy and sociology in curriculum, leaving them contemplated as contents in other disciplines, in molds of what we had before law 11,684 / 2008
Summary
In order to talk about philosophy in Brazil, it is essential to take back the beginnings of development of our society. Manifesto brings commitment to public character of education and the need for state to assume its responsibility as an agent of that process, defending the individual has the right to his integral education It makes the historical critique of setbacks experienced in that field and how such factors represent delay for development of nation. Silvio Gallo [6], one of the great scholars of philosophy in Brazil, brings in his text "Democratic Governance and Teaching of Philosophy in Contemporary Brazil": "I am here, [...] presence of hilosophy in curricula of Brazilian high school in the following way: guaranteed presence, in colonial period until republic; indefinite presence, from first republic to civil-military coup of 1964; lack of definition, in the post-1964 dictatorial period; and, controlled presence, in period of post-1980 "political redemocratization”. That law project defends the increase of high school hours, application of Enem in serial form and exclusion of philosophy and sociology in curriculum, leaving them contemplated as contents in other disciplines, in molds of what we had before law 11,684 / 2008
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