O NOVO ENSINO MÉDIO E O PAPEL DA FILOSOFIA COMO ANTIDESPÓTICA: O CURRÍCULO COMO ESTRATÉGIA POLÍTICA
Abstract
In this article - based on the theoretical assumptions of Michel Foucault - we seek to understand how the implementation of the New High School curriculum is presented discursively through the advertising widely promoted on the website of the Ministry of Education - MEC. We intend to detect the discourse of promotion deriving from governmental instances about this curriculum to be able to analyze it as a political and power strategy. For this purpose, we focus our attention on the discourse that retakes the economic man (FOUCAULT, 2008 [1979]). Moreover, we also seek to analyze the erasure of the Philosophy discipline within this New High School curriculum. Our attempt to understand such erasure is based on Foucault's (2010 [1978]) postulate that says that philosophers in Western societies are eminently opposed to all forms of oppression.
Downloads
Published
Issue
Section
License
Authors that publish in the journal agree with the following terms:
a) The authors keep the copyright and grant to the journal the rights of the first publication, with the work simultaneously being licensed under the Creative Commons Attribution License that allows the sharing of the work with the recognition both of the authorship and the initial publication in this journal.
b) This journal provides immediate public access to all of its content, following the principle that making scientific knowledge freely available to the public provides greater worldwide democratization of knowledge. For more information about this approach, visit Public Knowledge Project, a Project that developed this system to improve the academic and public quality of research, distributing OJS as well as other softwares to support the publication system to public/open access to academic sources. Names and e-mail addresses in this website will be used exclusively for this journal purposes, not being available for other ends.
This work is licensed under a Creative Commons Attribution 4.0 International License.
