From the perspective of Edgar Morin's thinking, highlighting his writing on the Seven
Knowledges for future education, imbued with a complex thought, on the agenda for a
future education, this work presents, through a bibliographical, documentary and
experimental analysis, reflections on the past, present and future of Brazilian education
and in Tocantins territory, essentially for the final stage of basic education, high school
and, above all, the pedagogical authority of Philosophy in this context. The approach
presents the constructions and deconstructions in different Brazilian historical periods
and the link between curricula and economic, social, religious, ideological interests,
always aligned with the power relations of moments lived in Brazil, distancing
themselves, in most cases, from the search for a humanized teaching and learning
process. Thus, it demonstrates the dissonance operated between what was intended
for the so-called reform of Brazilian secondary education and what was purposefully
consolidated after the enactment of Law n. 13.415/17, moving away from what Morin
recommended for a humanized education for the future and a return to the gap in the
teaching of philosophy for education in Brazil. It covers the redesigned proposal for the
high school curriculum in the state of Tocantins and presents a streamlined reading of
the first resolution that institutes the curricular document for the Territory of Tocantins
– DCT-TO - Secondary Education Stage, guides its implementation and provides other
measures. Still, it reflects the view of teachers in the area of applied human and social
sciences of a High School Center, under this proposal regarding the application of the
final product of this study, which is to pedagogically present the structure to which the
reform of high school is proposed and the great challenge of establishing a single
curriculum for plural and diverse realities.
|
