The role of philosophy and its trajectory in Brazilian education

Abstract

The debate on the exercise of Philosophy in the Brazilian educational context requires, necessarily, the contextualization of this fact, presenting the main problems that involves it and, therefore, resuming the historical process of how it was, and still is, the difficult trajectory of philosophical teaching. In Brazil. This is the task whose accomplishment is proposed in this present communication. The research aims - albeit succinctly - to raise a discussion on the question of the role that Philosophy played throughout history in Brazilian education and how the critical and transformative thinking characteristic of philosophical activity constituted and constitutes a threat to power and order. In force, as it proposes to form consciences that reflect on the real problems of society. To present that the teaching of the discipline of Philosophy, in Brazil, has always been dressed in the guise of alienation and dogmatism, which has never aimed at the formation of a critical spirit and any other thought that would oppose the “status quo”. Therefore, to reach the objective of this research, we will emphasize the process that inhibited any and all critical thinking, as well as the pendulum movement of philosophy in Brazilian educational curricula, a situation that unfortunately persists from the mid-sixteenth century to the present day. As well as discussing the important reflective role that must be played by this philosophical discipline, especially in what refers to the current muddy and challenging moment lived in Brazil.