A Des-historicização da práxis no ensino da filosofia: Críticas ao Relatório Delors

Francisco Joatan Freitas Santos Junior

doi:10.52521/kg.v23i1.16948

Authors

Francisco Joatan Freitas Santos Junior Secretaria da Educação do Estado do Ceará

DOI:

https://doi.org/10.52521/kg.v23i1.16948

Keywords:

PALAVRAS-CHAVE: Des-historicização; Práxis; Ensino de Filosofia; Relatório Delors.

Abstract

The article deals with praxis de-historicization in the teaching of philosophy. Presented with the crisis of capital, it is considered relevant to discuss the role of social subject’s praxis. The text addresses the topic by asking: How is social praxis de-historicization characterized? What are the de-historicizing implications of the Delors Report in the teaching of philosophy? The objective is to understand the process of social praxis de-historicization and its implications for the teaching of philosophy. It is methodologically guided by historical-dialectical materialism, based on the works of Marx and Engels (2007), Mészáros (1995), Vázquez (2007), Gadotti (1998) and Gallo (2012). It concludes that the Report reinforces the ideological content of capital, contributing to the process of social praxis de-historicization.

KEYWORDS: De-historicization; Praxis; Philosophy Teaching; Delors Report.

Downloads

Download data is not yet available.

References

BOURDIEU, Pierre. A dominação masculina. Tradução de Maria Helena Kühner. 11.ed. Rio de Janeiro: Bertrand Brasil, 2012.

DELORS, Jacques (chair). Learning: the treasure within. Paris: UNESCO Publishing, 1996. 266 p. (Report to UNESCO of the International Commission on Education for the Twenty-first Century). ISBN 92-3-103274-7. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000109590. Accessed: 17 Dec. 2025.

FREIRE, Paulo. Pedagogia do oprimido. 11.ed. Rio de Janeiro: Paz e Terra, 1982.

FUKUYAMA, Francis. End of history and the last man. (The Free Press - Macmillan, Inc.). New York: The Free Press, 1992.

GADOTTI, Moacir. Pedagogia da práxis. Prefácio de Paulo Freire, 2ª ed. – São Paulo: Cortez: Instituto Paulo Freire, 1998.

GALLO, Sílvio. Metodologia do Ensino de Filosofia. Campinas: Papirus, 2012.

MAIA FILHO, O. N; JIMENEZ, Susana. A chave do saber: um exame crítico do novo paradigma educacional concebido pela ONU. In: SANTOS, Deribaldo; JIMENEZ, Susana; VIANA, Cleide; RABELO, Jackline (Orgs). Educação pública, formação profissional e crise do capitalismo contemporâneo. Fortaleza: EdUECE, 2013, p. 113-134.

MARX, Karl; ENGELS, F. A ideologia alemã: crítica da mais recente filosofia alemã em seus representantes Feuerbach, B. Bauer e Stirner, e do socialismo alemão em seus diferentes profetas (1845-1846). São Paulo: Boitempo, 2007.

MARX, Karl; ENGELS, F. Manifesto comunista. Tradução de Álvaro Pina. São Paulo: Boitempo, 1998.

MARX, Karl. Capital: a critique of political economy. The process of capitalist production. Vol. 1: Translation of the 3rd German edition by Samuel Moore and Edward Aveling. Edited by Frederick Engels. Chicago: Charles H. Kerr & Company, 1909.

MARX, Karl. Economic and Philosophic Manuscripts of 1844. In: TUCKER, Robert C. (ed.). The Marx-Engels Reader. 2nd ed. New York: W. W. Norton & Company, 1978, pp. 66-125.

MÉSZÁROS, Istvan. Beyond capital: toward a theory of transition. New York: Monthly Review Press, 1995.

VÁZQUEZ, Adolfo Sánchez. Filosofia da práxis. São Paulo: Expressão Popular, 2007.

WORLD BANK. Priorities and Strategies for Education: A World Bank Sector Review.

Washington, D.C.: The World Bank, March 31, 1995. Available at: https://documents1.worldbank.org/curated/en/482491492970287534/pdf/multi-page.pdf.

Accessed: 17 December 2025.