Filosofia no Ensino Médio Brasileiro: Da historicidade dos conteúdos a uma filosofia de vida vivida pelo indivíduo

Abstract

In this study the intention is to address the teaching of Philosophy in Brazilian high schools, which has a trajectory with periods of inclusion and exclusion from the school curriculum, reflecting specific historical and political contexts. From the arrival of the first Jesuits during the colonial period to the present day, Philosophy has played distinct roles in Brazilian education, especially concerning the critical and civic formation of students. The objective is to investigate the trajectory of Philosophy in Brazil and its contributions to education aimed at the holistic and civic development of students. This study was conducted through a teacher's experimental report, which analyzed and was based on the Luso-Brazilian philosopher Agostinho da Silva’s work, especially his reflections present in the Seven Letters to a Young Philosopher. The results show that in activities applied to students from a public school, the students reflected on Agostinho’s Letters, problematizing the contemporary world as well as their needs in the light of their distinct realities as individuals, and their similarities, or even equality, when reflecting about certain rights. Using the Epistolary Method, the students wrote their own letters, engaging in dialogue with one another. These writings were crafted in a very personal manner, especially concerning the use of available technologies.