Ensino de Filosofia e Cidadania: Uma Abordagem sobre os Conteúdos Filosóficos na Modalidade Integrada dos Institutos Federais de Educação, Ciência e Tecnologia

Abstract

This article makes a proposal for the content to be taught in Philosophy within the framework of Integrated Secondary Education at Federal Institutes of Education, Science and Technology. It therefore deals with the teaching of Philosophy in its curricular aspects and can also be used in institutions in line with proposals alike theirs. It rejects the understanding of Philosophy as a mere “citizen trainer” and identifies the specificities that make up philosophical discourse and what is essential to be observed and developed in Integrated High School programs. It starts from the premise of a minimum workload of 100 minutes a week for three years of training and proposes the following configuration: the first year deals with the problem of language and the question of method; the second must decide on the philosophical area to be discussed according to the historical affinities of the training proposal in the technical area that will make up the integration of Secondary Education; the third brings the student closer to the research in philosophy carried out by their teacher/researcher through an interlocution with the stages of this research. Affiliated to Critical Pedagogy, the proposal is aimed at the integral formation of the individual, considering critical thinking and the social practices that surround it.