THE PHILOSOPHY IN THE CURRICULUM AND IN THE PERCEPTION OF STUDENTS AND TEACHERS OF THE BRAZILIAN HIGH SCHOOL AND THE SPANISH BACHILLERATO: A COMPARATIVE STUDY ON THE ROLE OF PHILOSOPHY AND ITS CONDITIONS OF TEACHING

Abstract

The present article aims to analyze, comparative and critically, the teaching of Philosophy in Brazilian High School and in the Spanish Bachillerato, both in regard to its place in the curriculum, and in regard to the perceptions of students and teachers about its teaching, having as a background the educational reforms implemented in those countries after the redemocratization process. The research was conducted, in regard to the data collection, in the scope of the prescribed curriculum, through analysis of documents related to the reforms, to the teaching of philosophy and of specific tests that assess this level of education in both countries. The data on the curriculum in action were obtained through questionnaires given to 31 graduating high school students from a public school in the city of São Paulo (Brazil), 25 graduating students of Bachillerato of a public school in the city of Guadalajara (Spain ) and 04 philosophy teachers of this school stage, two brazilians and two spanish, all professionals from public schools. The data related to the Spanish participants with the realization of a Doctoral internship abroad - PDSE (Programa de Doutorado Sanduíche no Exterior/ Doctoral Sandwich Abroad Program) – CAPES (Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior/ Higher Education Personnel Improvement Coordination).