The devaluation of teaching and the (de)motivations that impact the pedagogical practices of philosophy teachers in high school: a critical analysis of the new curricular framework in Alagoas

Abstract

This article aims to analyze and understand relevant points in the constitution of the teaching profession's trajectory, with an emphasis on the role of the philosophy teacher, highlighting the (de)motivations and challenges in pedagogical practices. Therefore, the research consists of document analysis and a bibliographic approach to scholars who have sought to contest the investigative path of the teaching profession and the place of the philosophy teacher, in an attempt to reaffirm the discipline as a mandatory curricular component in high school. Despite its ups and downs, philosophy has been under constant threat of exclusion from school curricula. It is important to understand the historical context and the struggles for the discipline's permanence. There is still much to be achieved by educators, with an emphasis on the role of philosophy teachers, who must continually reflect on their place in Brazilian education and their roles in struggles and resistance. The devaluation of teaching can result in precarious working conditions, a lack of recognition, and insufficient resources, negatively impacting the quality of teaching in the discipline. The purpose is to highlight the possible harmful consequences of neglecting philosophy teaching in the new curricular framework of the State of Alagoas. Furthermore, it is worth noting how these professionals are trained in higher education and how the practices of supervised internships occur. Ultimately, it is hoped that we will have better days for these professionals and that their anxieties will be minimized in the face of so many demands.