This paper is a final course monograph that presents the use of podcasts as a viable methodology for teaching philosophy, which can also be used as a form of resistance against the harmful impacts of neoliberal ideology in the curriculum of the New High School in the Brazilian context. Additionally, this work is the result of theoretical research and practical participation in the Pedagogical Residency Program (PRP), which allowed for the creation of a new methodology for teaching philosophy that seeks to reclaim the philosophical potential for critical and civic emancipation that is being lost in Brazilian public schools. The present text is divided into two chapters: the first briefly discusses the main changes in the Brazilian high school reform in the school curriculum, while relating how these changes are interconnected with the interest in the reproduction and maintenance of capitalism through neoliberal ideology in school curriculum, specifically: BNCC, Formative Assessment, Electives, and Life Project. The main authors used in this discussion were Marilena Chauí, David Harvey, Pierre Dardot, and Christian Laval. The second chapter presents a methodology for teaching philosophy mediated by podcasts, created by pedagogical residents at Colégio Estadual Girassol de Tempo Integral - Rachel de Queiroz, in Palmas, Tocantins, which yielded positive results. This methodology involves creating collaborative podcasts through participant research and active methodologies, guided by the pedagogical practice based on the “workshop on concepts” proposed by Silvio Gallo, aiming for students to recreate or create concepts while developing critical emancipation and citizenship. Based on the results, it can be inferred that it is productive and desirable to rethink the teaching of philosophy based on lived practice and to create teaching methodologies capable of resisting neoliberal influences in education.
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