The presentation of psychology in high school philosophy textbooks

Abstract

The introduction of psychology into the school curriculum commonly occurs in high school, providing students with an initial exposure to this scientific discipline. The discipline of philosophy plays a crucial role in this process, by addressing various topics related to the understanding of human nature, the mind and human behavior. This is an exploratory (GIL, 2019) and bibliographical (LAKATOS; MARCONI, 2021) research in the form of an integrative literature review (SOUZA; SILVA; CARVALHO, 2010). The objective of the study is to explain how psychology is represented in philosophy textbooks, their authors and respective psychological trends. For data collection, 5 high school philosophy textbooks written between 2010 and 2016 will be used. The first work to be analyzed was Filosofando: an introduction to philosophy, by Maria Lúcia de Arruda Aranha and Maria Helena Pires Martins. Followed by the work Initiation to Philosophy, by Marilena Chaui. The third book studied is entitled Philosophy: experience of thought, by Sílvio Gallo. The fourth manuscript analyzed was Reflections: Philosophy and daily life, written by José Antonio Vasconcelos. The last book analyzed was Fundamentals of Philosophy, written by Gilberto Cotrim. The conclusion of the research shows that there is not a single definition of psychology among the books studied, the author who is most evident among the works is Sigmund Freud and the psychological trends present are: psychoanalysis, behaviorism, phenomenology, experimental psychology, behavioral psychology, psychology of form or Gestalt and neurosciences.

Keywords: Psychology; textbook; Philosophy; high school.