A concepção de cidadania no currículo do ensino de filosofia na educação básica: aspectos conceituais e normativos

Abstract

This paper discusses the concept of citizenship in the curriculum for teaching Philosophy in basic education in its conceptual and normative aspects. Focusing on the premise that education is the basis for citizenship and, consequently, for the search for the rise of man, as a social being. In parallel, the teaching of Philosophy in basic education is able to train people with insightful and reflective thoughts. In this context, this study aims to unveil the concept of citizenship in the curriculum component of philosophy of basic education in the historical context, explaining how this notion appears in the 1990 educational reform, the 2016 Secondary School reform and the 2018 BNCC. To implement it, a bibliographical research was carried out, in books, websites, articles and documents, such as the LDB, the PCNs, the 1988 Constitution, the 2018 BNCC, the article “Teaching Philosophy and Citizenship: an approach based on Gramsci” by René José Tretin Silveira and other works that supported the presentation of the theme. The main points found in the research was the identification of a change in the concept and normative of philosophy, and in 2016, the Secondary Education Reform caused a setback in education of the student for citizenship, as the subject of Philosophy was removed from the curriculum, which had a primordial role in this process. It is possible to understand that the concept of citizenship was, throughout the historical context, rooted in the definitions of what the labor market required, the conscious exercise of rights and duties and belonging to a country/state.