Docência de Filosofia e a formação inicial nos cursos de licenciaturas

Abstract

The study starts from the assumption that school education is a research process that aims to provide an autonomous condition for the student through a joint task of all curriculum, that is, of all disciplines. To do so, the aspects related to the composition of the teacher training units and the teaching plans were reviewed, besides reflecting, through a brief history, on the discipline of Philosophy in high school in the Brazil. Then, the curricular matrix of the Philosophy course of a Federal Higher Education Institution of the State of Minas Gerais, in the presentialmodality, is analyzed, with the objective of investigating its contribution as a pedagogical-methodological support for teaching in Philosophy. The analysisisbased on the theoretical bases of Adorno (Critical Theory), Severino, Gallo, among other authors that discuss the quality of Philosophy teaching in high school. The analysis of the data allows a reflection about the teacher training and the high school degree, demonstrating that there are several challenges, among them, the teacher's challenge to assume as a collaborator of significant changes in teacher and student training, and Still be a motivator for questioning and changes in undergraduate degrees.