Sá Júnior, Lucrécio Araújo deMedeiros, Frederico Affonso de Araújo2017-05-172017-05-172015-08-24MEDEIROS, Frederico Affonso de Araújo. Análise do panorama de reintrodução da filosofia nas escolas da região metropolitana de Natal. 2015. 91f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2015.https://repositorio.ufrn.br/jspui/handle/123456789/23007Differently from other States of the Federation which included Philosophy in their school programs since the Guidelines and Bases of National Education Law (9.394/96), the State of Rio Grande do Norte remained giving to Philosophy a complementary or optional treatment for years and, thus, was not concerned with the promotion of educational politics regarding its teaching. Thus, Philosophy is still seen as a new and little explored field in the State of Rio Grande do Norte whose inclusion in school programs was compulsory (Law 11.684/2008) without a previous planning. Considering this context and our participation in such process as a Philosophy teacher in public schools this research has the aim to analyze and to describe the implementation of Philosophy in high school programs in the Natal Metropolitan region. Based on the references of authors who philosophically reflected on the teaching of Philosophy in Brazilian basic education, such as Saviani (1984); Cartolano (1985); Silveira (1991); Souza (1992); Favaretto (1995); Gallo and Kohan (2000); Horn (2000); Alves (2002); Lima (2005), Mendes (2008) and Rodrigo (2009); and also based on the educational legislation, the characterization of the study field comprises the changes on the public politics for Philosophy as a school subject throughout history which caused difficulties for its consolidation in the school programs. In order to understand how the schools have implemented and organized the teaching of Philosophy and its elements we observed 9 public and private schools from the State of Rio Grande do Norte. We described and analyzed the methodologies used in the teaching of Philosophy in those schools in two moments: the observation about the practice of teachers regarding the philosophic knowledge – the analysis of their performance in class and their teaching plans; and an analysis of documents of the institutions that participated in the study - the examination of the Political Pedagogical Projects. We verified that two main ways highlight: the historic one (teaching based on the history of Philosophy) and the systematic one (teaching based on themes and philosophic systems). Thereby, we described the factors that lead the panoramas of the historic and systematic teaching of Philosophy to consolidate. Based on the observation of such aspects, we believe that the approaches of the teaching of Philosophy in High Schools found by this research may not be discarded as efficient methods to consolidate Philosophy in school programs. Nevertheless, those approaches need to be reviewed once they are presented as categorical and canonical whose emphasis on information about life, work and thought systems instead of the reflection and critical exercise promotes, purposely or not, a dichotomy between learning philosophy and learning how to philosophize.Acesso AbertoEnsino de FilosofiaEnsino médioMetodologia de ensinoRio Grande do NortemasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO