BNCC, PHILOSOPHY TEACHING AND THE SPINOZANA PERSPECTIVE

The scope of this article is double. First, it intends to present a historical and contextual prospect of the implementation of the new Common Curriculum Base (BNCC) for basic education, especially concerning to philosophy as a curricular component. Second, to be face in this scenario of reform of basic education and official pedagogy of skills and abilities, it aims to propose a philosophy of education inspired by Spinoza to orient a pedagogy where the pedagogical monitoring of errors is the starting point of teaching practice. Therefore, we have divided this article into two parts: in the first, we draw the legal map where the teaching of philosophy is inserted; in the second, we discuss the principles of the Spinoza theory of knowledge in the sense of constructing and justifying a pedagogy of follow up to errors. Thus, we understand that the formulation of a Spinoza-inspired pedagogy is one (among many others) possible and plausible response to the demand of the BNCC, since the amendment of the understanding can be understood as a "transcompetence" and, therefore, serve as a reference for all proposed competences.