Reading in the teaching of philosophy as a right and the need for a PNLD specific for philosophy works

Abstract

Official documents subsequent to the Education Guidelines and Bases Law (Law No. 9,394/2016) – the Curricular Parameters for Secondary Education (1999), the Complementary Educational Guidelines for the Curricular Parameters for Secondary Education (2002) and the Curricular Guidelines for Secondary Education (2006) – highlighted reading as one of the main objectives of teaching philosophy. The meaningful reading of philosophical texts and the philosophical reading of texts of different structures and registers were highlighted as specific competencies of philosophy in basic education. The National Common Curricular Base (2017), by choosing to subsume philosophy into the area of Applied Human and Social Sciences, does not provide specific skills for philosophy, but rather general skills in the area. In this context, the word reading is not mentioned once in the text concerning Applied Human and Social Sciences. Despite its erasure in the BNCC, the reading of philosophical texts and the philosophical reading of various texts continues to be one of the basic tasks of teaching philosophy. In this text, we would like to resume the defense of the meaningful reading of philosophical texts and the philosophical reading of texts of different structures and registers as one of the centralities of philosophy teaching. Our proposal is to fill this silence with the defense of a human right, namely, the reading of philosophy texts, which must be made possible in basic education with the support of public policies to promote the production and availability of supporting works for the teaching of philosophy.