A filosofia negada no ensino médio brasileiro: as implicações da Lei nº 13.415/17 às futuras gerações

Abstract

The subject matter of the present work is the Teaching of Philosophy, it analyses the historical intermittences of the philosophical matters in Brazilian High Schools and the implications of the law N.13,415/17 to the future generations from the politicalphilosophical consideration of Hannah Arendt applied to education. It is methodologically anchored in the bibliographical analysis of Arendt’s main pieces, which bring to light concepts such as: natality, the common world, plurality, citizenship, alterity and it settles a connection with many thinkers of the educational field for the discussion of the fundamental elements to the thinking over education before the present educational reform by withdrawing philosophy as a compulsory subject. In the perspective of the Arendt’s thinking it intends to broaden the discussion about philosophy at schools, without its aid to the future generations, of the ‘newborn’ which come to the world through the birth. As a result, we conclude that the present educational reform re-edit the history of intermittence in philosophy teaching in Brazilian education, undermining the formation of the literate youths.