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EnglishThe paper results from an analysis of the didactic works of philosophy approved in the last call of the PNLD (National Textbook Program), which were distributed in schools from 2018. The objective is to verify if the books selected there contribute to the overcoming of inequalities, especially those of gender and race. The choice of the object of study is justified by the importance that these works represent for the democratization of access to school knowledge, as they are distributed throughout the national territory and reach practically all segments of society. From the point of view of their status in the school universe, textbooks are understood as basic elements of school culture, as suggested by Munakata (2016). The PNLD has general criteria for the selection to which the discipline of philosophy must also adapt, however as it is intended to show, this did not occur in its fullness. Textbooks tell the history of philosophy, even when organized by themes and do not highlight the contributions of women and non-European peoples, nor do they record the reasons why they are not included in this history. In the chosen images and illustrations, the concern to meet the program's eliminatory criteria stands out, registering ethnic and social plurality. The same effort is not perceptible, however, in relation to the dialogue between tradition and contemporany issues, since references to women, indigenous and Afro-descendants receive different treatments, restricted to separate chapters, without due recognition of the philosophical value of their thoughts. portuguesO presente artigo resulta de uma analise das obras didaticas de filosofia aprovadas na ultima chamada do PNLD (Programa Nacional do Livro Didatico) de 2018. O objetivo e verificar se os livros ali selecionados contribuem para a superacao das desigualdades, em especial as de genero e de raca. A escolha do objeto de estudo justifica-se pela importância que as obras didaticas representam para a democratizacao do acesso ao conhecimento escolar, na medida em que sao distribuidas em todo o territorio nacional e atingem praticamente todos os segmentos da sociedade. Do ponto de vista de seu status no universo escolar, compreende-se os livros didaticos como elementos de base da cultura escolar, conforme sugere Munakata (2016). O PNLD possui criterios gerais para a selecao das obras aos quais a disciplina de filosofia tambem deve se adaptar, porem isso nao ocorreu em sua plenitude. Os livros didaticos narram a historia da filosofia, mesmo quando organizados por temas, e nao evidenciam as contribuicoes das mulheres e povos nao europeus, nem tampouco registram as razoes por que nao figuram nessa historia. Nas imagens e ilustracoes escolhidas, destaca-se a preocupacao em atender aos criterios eliminatorios do programa, registrando a pluralidade etnica e social. O mesmo esforco nao e perceptivel, no entanto, com relacao ao dialogo entre tradicao e questoes contemporâneas, uma vez que a referencia a mulheres, indigenas e afrodescendentes tem tratamentos diferenciados, restritos a capitulos a parte, sem o devido reconhecimento do valor filosofico de seus pensamentos. |
