Philosophy in public high school in Paraná:

limits and challenges in the context of educational policies

Abstract

This text analyzes the experience of the political struggle for the maintenance of Philosophy in High School in Paraná, with emphasis on the post-approval period of the New High School. Initially, it presents a diagnosis of the ultra-liberal public policies implemented in Paraná in recent years and, above all, of the process of platformization and its impacts on pedagogical practice. It shows how the "didactic sequences" (ready-made classes) and the control of the pedagogical practice exercised through RCO+Classes and the observation of classes in loco remove the autonomy of the teaching practice, producing, at the same time, precariousness in the career and an illness never seen before. Next, the text analyzes the reaction of some organized sectors of society to the reform after its implementation, as they perceive the contradictions and their impacts on school daily life. Taking as reference for the analysis official documents, manifestos, letters, testimonies and manifestations of entities and research groups, the study is carried out in the light of the categories "totality" and "social being", in order to perceive the contradictions present in the context of educational and curricular policies implemented in Paraná in recent years.