Ananalysis of Law 13.415/17: the new High School and the place of Philosophy in the Curriculum

Abstract

This research aims to contribute to the debate about the counter-reform of high school and its impacts on the curriculum, especially with regard to philosophical teaching. Thus, the problem was the analysis of the place reserved by Law 13,415/17 for the teaching of philosophy, aiming to point out the movements in the production of the text of the educational policy, the interests and subjects that participated in the debate. For this purpose, documentary and bibliographic research was used through a survey carried out on research on the subject. The research points out that the Counter-Reform of High School, by not representing the real demands of students, professionals and researchers at this level of Basic Education and, aiming to meet the demands of the market, the maintenance and reproduction of the current social structure, represents a setback in the with regard to curricular policies for High School, especially with regard to the space reserved for philosophy, conquered after years of political struggle by professionals, researchers and students, implying the loss of the right to a qualified philosophical education.