In this succinct article we will focus on structuring questions about the methodology of teaching philosophy in Brazil, its political, didactic and social characteristics. For this purpose, it will be necessary to first demonstrate what were the main dominant ideological influences in the political-social context in which the teaching of philosophy was developed, or restricted, in the country in most of the 20th century. This movement should be directed mainly to moments of greater political and social tension, authoritarian regimes and moments of hegemony in a traditional view of society, but also to contemplate the discussion about how such a scenario was propitiated by certain hegemonic currents of thought. The consequences of these first positions will allow us to understand how there was a situation of extreme conceptualization of philosophy teaching in the country, which leads to the risk of falling, even today, in a purely scientific methodology, without attachment to the country's social reality. From this point on, it is still necessary to understand how to overcome the criticism present in an academic methodology, which is based more on content than on the direct social relations experienced by students and teachers themselves. This discussion should indelibly include the pedagogical role of a Common National Curricular Base for the discipline and its foundations. In view of this situation, we believe that it is still possible to propose the expansion of themes that can, and should, be addressed in the teaching of philosophy, as well as the theoretical and practical form that should support this approach.
