The philosophy in education curriculum reform after LDB: skills and expertise in training for citizenship

Abstract

The necessity of characterize philosophy as school discipline motivated this documentary research around curriculum planning, focusing on the selection of minimum contents for the common national basis. Our goal is to understand the guidelines for teaching philosophy provided by the curriculum reform in high school in contexts of transition from scientific and technological instrumental training, elitist and introductory character, to civic education based on ideals of humanism and diversity. For this, we rely specifically on the 1999 National Curriculum Parameters. During this period came on the scene the universalization of High School with the purpose of general education in place of technical education by specialties. The development of skills and competences are prioritized into four major areas, including the languages and their codes, math skills and the Natural and Human Sciences. The flexibility and contextualization increased the selection of contents to second place, relegating the philosophy interdisciplinary character for dialogue with science and technology, development of reading, questioning, analyzing and writing from the ethical dimensions (autonomous identity), aesthetic (sensitivity) and politics (equity and democracy).