Teaching Philosophy in the Context of Integrated High School at IFAC/Rio Branco Campus: Challenges, Possibilities, and a Historical-Dialectical Materialist Approach

Abstract

This article investigates the teaching of Philosophy in Integrated High School, focusing on the Federal Institute of Acre – Rio Branco Campus. The study aims to understand the limits and possibilities of integrating Philosophy with technical areas in the context of Vocational and Technological Education. Grounded in the theoretical-methodological framework of historical-dialectical materialism, the research combines documentary analysis of Course Pedagogical Projects (PPCs), implementation of pedagogical workshops with students, and interviews with Philosophy teachers. Content analysis, based on Bardin’s approach, was used to categorize the data and identify barriers to interdisciplinarity, such as limited class hours, lack of collaborative planning, and a fragmented understanding of integrated curricula. The results highlight the relevance of critical, contextualized philosophical practices that interact with technical subjects, such as programming logic and network concepts. The study concludes that Philosophy can play an articulating and counter-hegemonic role in Integrated High School, provided it is supported by a comprehensive curriculum proposal and the strengthening of teacher praxis.