A FILOSOFIA NA EDUCAÇÃO ESCOLAR: TRAJETÓRIA E DESAFIOS ATUAIS A PARTIR DE GRAMSCI

Abstract

This study discusses the issue of the teaching of philosophy in education and makes suggestions based on some of the analytical categories of Gramsci’s thought (Fordism/Taylorism; concept of man; culture; structure and superstructure; historical bloc; hegemony; manual and intellectual work; and philosophy of praxis). It presents the history and philosophy of the teaching context, and its discipline status of “unnecessary” to the formation of the individual, and the pendulum movement in and out of the curriculum, although recognized as required by the Law of Guidelines and Bases of National Education ethics training and intellectual autonomy. Shows that the consolidation or not of philosophy en teaching is related to the Brazilian political and economic context in each historical period, permeated, often for ideological reasons inhibiting critical thinking. The study also brings reflections on the role of the teaching of philosophy from the design of different theoretical: Sílvio Gallo and Celso Favaretto – the philosophy concepts; Ligia Rodrigo, Antonio Severino, Aurélio Bonna Júnior and Rene Jose Trentin Silveira – philosophy as a social practice. Further, it discusses the teaching of this discipline in the reasoned educational process in Gramsci’s reflection, for which the social division of labor and human development process, support the critical consciousness, reflective and human emancipation for transforming political, social and economic. The conclusion is located within the reflections on that philosophy apply to what and for whom, in view of the ability to drive the subject to think the reality critically and reflectively, and take it to draw up a new hegemony in search their own emancipation and overcoming class society.