De volta às origens: a reinserção da filosofia nos currículos escolares brasileiros
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2010
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Edições Universitárias Lusófonas
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O ensino e a aprendizagem da filosofia é, antes de tudo, uma arte que desenvolve as
faculdades de julgar e raciocinar em geral, e está atualmente revivida nas escolas em todos os
níveis. O seu papel, como força reflexiva, assumiu relevância não só no passado, mas, sobretudo, no
presente, porque o pensar filosófico possibilita o desenvolvimento de seres humanos mais criativos,
críticos, reflexivos, independentes e comprometidos eticamente com as instituições humanas, em
um novo mundo, movido pelo empreendedorismo, e põe em xeque o homem robotizado que
apertava parafusos. Este novo mundo exige profissionais pro-ativos, capazes de pensar
autonomamente e tomar decisões. Todavia, por que ensinar filosofia, se, de um lado, a juventude
está apenas interessada em garantir o seu futuro, ouvindo os ditames do mercado, a partir de uma
profissão que ofereça as garantias de sucesso, segurança e estabilidade imediatas, e de outro lado, a
própria evolução científica e tecnológica nos oferecem facilidades que acabam criando os
analfabetos funcionais e reintroduz o homem robô num mundo cibernético, para saber apertar,
apenas, algumas teclas de computador.
Deste modo, qual o sentido de se ensinar e estudar filosofia se o conhecimento científico e as
inovações tecnológicas substituíram a sabedoria? Por que introduzir nos currículos escolares um
saber que aparentemente não tem utilidade, numa sociedade em que o espírito dominante é o do
utilitarismo, do consumo, do imediatismo e da acumulação de capitais e de riqueza se a riqueza da
“mais-valia” da filosofia não combina com a “mais-valia” do mercado?
The education and the learning of the philosophy is, above all, an art that develops the faculties of judge and think in general, and is at present revived in the schools in all of the levels. His paper, as reflexive force, assumed not alone relevance in the past, but, especially, in the present, because thinking philosophical makes possible the human beings' more creative, critical, reflexive, independent and committed development, ethically, with the human institutions in a new world moved by the entrepreneurship and that calls into question the man automaton that held tight bolts and, for such need, requires itself professionals for-assets, capable of think with autonomy. However, by that teach philosophy, if, of a side, the youth is barely interested in guarantee his future, hearing the dictates of the market, from a profession that offer the guarantees of success, security and immediate stability, and of another side, to own technological and scientific evolution facilities offer us that finish creating the functional illiterates and reintroduce the man robot in a world cybernetic for know to hold tight barely Keys of any computer. In this way, which the sense of be taught and study philosophy itself the scientific knowledge and the technological innovations replaced the wisdom? By that introduce us school curriculums a knowledge that apparently does not have utility, in a society in that the dominant spirit is the of the utilitarianism, of the consumption, of the immediacy and of the accumulation of capitals and of wealth itself the wealth of the "surplus value" of the philosophy does not combine with the "surplus value" of the market?
The education and the learning of the philosophy is, above all, an art that develops the faculties of judge and think in general, and is at present revived in the schools in all of the levels. His paper, as reflexive force, assumed not alone relevance in the past, but, especially, in the present, because thinking philosophical makes possible the human beings' more creative, critical, reflexive, independent and committed development, ethically, with the human institutions in a new world moved by the entrepreneurship and that calls into question the man automaton that held tight bolts and, for such need, requires itself professionals for-assets, capable of think with autonomy. However, by that teach philosophy, if, of a side, the youth is barely interested in guarantee his future, hearing the dictates of the market, from a profession that offer the guarantees of success, security and immediate stability, and of another side, to own technological and scientific evolution facilities offer us that finish creating the functional illiterates and reintroduce the man robot in a world cybernetic for know to hold tight barely Keys of any computer. In this way, which the sense of be taught and study philosophy itself the scientific knowledge and the technological innovations replaced the wisdom? By that introduce us school curriculums a knowledge that apparently does not have utility, in a society in that the dominant spirit is the of the utilitarianism, of the consumption, of the immediacy and of the accumulation of capitals and of wealth itself the wealth of the "surplus value" of the philosophy does not combine with the "surplus value" of the market?
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EDUCAÇÃO, EDUCATION, ENSINO DA FILOSOFIA, PHILOSOPHY TEACHING, BRASIL, BRAZIL