THE INTERFACE BETWEEN EDUCATIONAL POLICIES AND PHILOSOPHY TEACHER TRAINING:

AN INVESTIGATION IN THE HIGH SCHOOL CONTEXT

Abstract

Abstract: This article investigates the essential role of Philosophy education in high school, highlighting its importance in fostering students' critical thinking. The research examines the relationship between educational policies and teacher training in Philosophy, considering how curricular guidelines and teacher preparation influence the effectiveness of philosophical teaching. The research is justified by the need to align pedagogical practices with educational policies to promote meaningful philosophical education. The objective is to analyze how educational policies impact the training of Philosophy teachers and the implementation of pedagogical practices in high school. The methodology is qualitative, involving a literature review and critical analysis of relevant sources. It is grounded in the theories of Deleuze and Guattari on philosophy as a creative practice and in Gontijo's (2017) critique of neoliberal influence on education, as well as contributions from authors such as Kohan (2004), Kronbauer (2008), Cerletti (2008), Gallo (2012), among others. The results reveal that the integration between policies and teacher training faces significant challenges, such as lack of resources and undervaluation of the discipline. It is concluded that it is essential to improve teacher training and adjust policies to strengthen the teaching of Philosophy in high school.