THE ROLE OF PHILOSOPHY AND SOCIOLOGY IN HIGH SCHOOL EDUCATION AND THE IMPACT OF THEIR REDUCTION IN SÃO PAULO STATE

Abstract

This article aims to investigate the effects of the reduction of Philosophy and Sociology classes in upper secondary education in the state of São Paulo, Brazil, particularly with regard to student formation. To this end, qualitative-quantitative research with a critical-interpretative approach was conducted, based on the discursive analysis of responses from teachers in the state public school system, collected through an online questionnaire. The analysis is grounded in the concepts developed by Michel Foucault (1987, 2019). From this perspective, the study seeks to understand the discursive strategies employed to legitimize the policy of reducing these subjects and the impacts of this decision on knowledge construction and the formation of critical and conscious individuals. The findings reveal that the reduction of these disciplines represents a significant setback in the Brazilian educational system, as it weakens the development of students’ critical thinking and their ability to participate actively in society. This weakening of education for citizenship jeopardizes democratic principles by limiting the formation of subjects capable of questioning, reflecting, and acting autonomously and responsibly in the face of the country’s social and political challenges. Thus, the study highlights the importance of Philosophy and Sociology as essential components of the comprehensive education of young people.