A reintrodução do ensino da Filosofia no nível médio em Moçambique: percurso, atores, estratégias e fundamentos
Resumo
O artigo, parte da Tese de Doutorado1, reconstitui o processo de reintrodução do ensino da Filosofia no nível médio da educação escolar moçambicana, examinando os fundamentos sobre a necessidade dessa matéria de ensino. Com base na análise dos documentos que subsidiaram o processo em referência e também dos conteúdos das entrevistas efetuadas aos principais atores que estiveram envolvidos no referido processo, conclui-se: a) que a Filosofia é “injustamente” responsabilizada pelos problemas morais, políticos e epistemológicos do país; b) que os objetivos para os quais a Filosofia foi reintroduzida no ensino médio são ambiciosos. Defende-se, entretanto, a pertinência da Filosofia na educação escolar moçambicana para possibilitar a reflexão, a dúvida e a recriação de novas práticas sociais possíveis, apontando para novos modos de existência em que a dignidade do ser Humano se apresenta como valor a ser reconhecido e vivenciado
Palavras-chave: Moçambique, ensino de Filosofia, ensino médio
The reintrodcution of the Philosophy teaching in the secondary school level in Mozambique: Pathway, actors, strategies and fundaments.
AbstractThe paper, part of concluded PhD Dissertation, reconstructs the process of the reintroduction of Philosophy in secondary school level of Mozambican education system and examines the fundaments of the importance of philosophy. Based in an analysis of documents that supported the process of the reintroduction of Philosophy in Mozambican High School Level and also some contents from interviews done in main authors who were involved in refereed process, we concluded, (i) that a philosophy is " unjustly" liable to moral, political and epistemological problems, (ii) that the objectives to which the philosophy is reintroduced in Basic secondary school are ambitious. Finally, we defend the pertinence of the philosophy in Mozambican educational schooling to show the new way of existing where the human dignity is a value that has to be recognized.
Key-Words: Mozambique, Teaching of Philosophy, High School
Palavras-chave: Moçambique, ensino de Filosofia, ensino médio
The reintrodcution of the Philosophy teaching in the secondary school level in Mozambique: Pathway, actors, strategies and fundaments.
AbstractThe paper, part of concluded PhD Dissertation, reconstructs the process of the reintroduction of Philosophy in secondary school level of Mozambican education system and examines the fundaments of the importance of philosophy. Based in an analysis of documents that supported the process of the reintroduction of Philosophy in Mozambican High School Level and also some contents from interviews done in main authors who were involved in refereed process, we concluded, (i) that a philosophy is " unjustly" liable to moral, political and epistemological problems, (ii) that the objectives to which the philosophy is reintroduced in Basic secondary school are ambitious. Finally, we defend the pertinence of the philosophy in Mozambican educational schooling to show the new way of existing where the human dignity is a value that has to be recognized.
Key-Words: Mozambique, Teaching of Philosophy, High School