THE IMPORTANCE OF TEACHING PHILOSOPHY IN HIGH SCHOOL: ITS HISTORICAL TRAJECTORY BETWEEN PRESENCE AND ABSENCE IN THE EDUCATIONAL CURRICULUM PROCESS

Abstract

This article promotes a reflection on the importance of teaching philosophy in high school: its historical trajectory between presence and absence in the educational curriculum process. Its objective is to debate the relevance of the discipline of Philosophy in the sense of expanding the intellectual and argumentative capacity of students in the public school system, in view of the change in the curricular matrix, resulting from the decision of the Federal Government that edited Provisional Measure 746/2016, which was sent and approved by the National Congress, which gave rise to Law 13,415/2017, which removes the obligation of teaching Philosophy in High School from the public school system. This decision causes a setback in learning as occurred during the period of the military dictatorship to serve the elite, who advocated that education be geared to serving the workforce, allowing the alienation of young students. The methodology used was bibliographic research. Its theoretical reference is authors who research on the teaching of Philosophy with extensive experiences in High School. Based on these reflections, it is hoped that this article will awaken the need for the mandatory discipline of Philosophy in High School, which is important for the formation of students.