The work presented here portrays an analytical look at the Philosophy Teaching Reform from
the National Common Curricular Base and the Curricular Document of the State of Tocantins.
It is worth noting that in Brazil the discipline of Philosophy is seen as somewhat unstable, being
the subject of discussion and study. From the implementation of the Law of Guidelines and
Base of National Education in 1996 (LDB, Law Nº 9.394/96), the creation and implementation
of a National Common Curricular Base (BNCC, 2018) was already proclaimed, which would
direct the school curricula in the public and private networks of Early Childhood Education,
Elementary and High School, throughout Brazil. With the aim of improving students' learning,
studies were implemented, leaving it up to the states to execute their curriculum documents.
The state of Tocantins built its Curriculum Document (DCT/TO), high school stage, and in
December 2021 it won its approval. The creation of the New Secondary School - Law Project
No. 13.415/17, of February 16, 2017, allowed the student to be the protagonist, experiencing
learning situations, experiences that reflect their development. When carrying out this analysis
on the teaching of Philosophy in the face of changes, we can see that the reform moves the
Philosophy component to a somewhat less important place. There was a combination of
components in the area of knowledge, which is linked to the components of History, Geography
and Sociology, forming the area of Applied Human and Social Sciences. To emphasize its
importance and recognize that Philosophy establishes a reciprocal relationship between
knowledge and cooperates transversally with the other components, we have as an annex, the
text “Cidadania”, by Eric Weil, which will point out how the student can gain his knowledge
about being a citizen and how you will put this into your daily practice. This work is a research
with a qualitative approach, of a basic nature, regarding its objectives it is descriptive and
bibliographic procedure. It is considered that this will serve as support for the student's
protagonism, improving their potential.
|
