A filosofia negada no ensino médio brasileiro: as implicações da Lei nº 13.415/17 às futuras gerações
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 Arend...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26840 |
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| Resumo: | 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. |
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