O ensino de filosofia no estado do Paraná: dilemas e contradições entre ensinar filosofia e ensinar a filosofar na perspectiva da emancipação humana

Abstract

This research aims to analyze the context of teaching philosophy, discussing their historical, economic, political and ideological aspects dilemmas and contradictions in order to point out the limits, possibilities and contributions of education in building human emancipation. The historical materialist and dialectical method and categories contradiction, mediation and totality, support this theory / praxis reconstruction, being used as methodological tools in literature, documentary research and questionnaire addressed to professors of philosophy who work in the public state education in the city of Ponta Grossa. For this development three specific objectives were proposed: contextualize the Marxist philosophy and Marxist critique of education under the logic of capital and the influences of capitalism in teacher training and teaching activities; discuss the historical, economic, political and ideological factors that underlie the teaching of philosophy in Brazil, with a view to understanding the contradictions, prohibitions, and penalties vetoes which this teaching was submitted; investigate and problematize the teaching of philosophy in public schools of Ponta Grossa, facing the social and educational reality, its limits and possibilities from the perspective of human emancipation. A discussion of the concept of philosophy and Marxist philosophy was held with the theoretical contributions of Marx, Gramsci, Chatelet, Vázquez, Mészáros, Netto, Politzer, and Saviani Duarte. The Marxist critique of education under the logic of capital is based on Marx, Mészáros, Saviani, Frigotto, Kuenzer and Tonet. The theoretical context regarding the teaching of philosophy in Brazil reference in Saviani, Cartolano, Alves, Horn, Ceppas, Favero et al., Carminati, Moraes, and SEAF. The penetrations of studies relative to the State were made from the works of Marx, Mészáros, Tonet, Carnoy, Bruno, and Deitos Paniago. The results obtained with this research realize that teaching philosophy is subject to political, economic and ideological interests and teaching activity is within the context of constant transformation of the state and the world of work. In this sense we consider the potential contradiction between the teaching of philosophy in developing the critical thinking of students and their limits while maintaining a practical idealist who meets interests of bourgeois ideology. These findings not only reveal the difficulties in constructing bases for human emancipation but also the prospect of overcoming through praxis.