Philosophy in Brazilian and French High School

an Intercultural Comparison Between Textbooks and Official Educational Texts

Authors

  • Daniela Nienkötter Sardá Universidade de São Paulo

DOI:

https://doi.org/10.11606/issn.2236-4242.v31i3p19-43

Keywords:

High School, Philosophy instruction, Brazil, France

Abstract

his article investigates the way Philosophy instruction works, as a school subject, in Brazil and in France. We analyze textbooks discourses published both in Brazil and in France between 2004 and 2012, in addition to the discourses of official texts from the Brazilian and the French Ministry of Education that monitor the writing of those books. As a result of that analysis, we notice many similarities in the way Philosophy instruction is organized in both countries: the instruction of this subject is compulsory, it is part of a centralized, thematic curriculum, and it is a subject of evaluation in national examinations. We conclude that the comparison between these two realities matters, since Philosophy instruction is under discussion in both countries: in Brazil, where it is still quite unstable in the curricula – it is on probation and is being reevaluated in the New High School curricula –; in France, it is intended to be taught earlier, since presently it is taught only in the last year of the lycée.

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Published

2018-11-27

Issue

Vol. 31 No. 3 (2018): Comparative Analysis of Discourses: What are their Precursors?

Section

Articles

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How to Cite

SARDÁ, Daniela Nienkötter. Philosophy in Brazilian and French High School: an Intercultural Comparison Between Textbooks and Official Educational Texts. Linha D’Água, São Paulo, v. 31, n. 3, p. 19–43, 2018. DOI: 10.11606/issn.2236-4242.v31i3p19-43. Disponível em: https://www.journals.usp.br/linhadagua/article/view/150183.. Acesso em: 15 may. 2024.