摘要：Considering the context in which ethical debate appears in Brazilian education in the 1990s, this paper discusses the role of the National Curricular Guidelines as a way to diffuse ethics in school education. Based on Perelman and Meyer’s works it also approaches the philosophical debate between foundationistic and non-foundationistc views in ethics, aiming to show that it is possible to overcome dualistic thought and contribute to increase human relationships in the course of social existence. It also aims to show that in the context of teaching practice it is desirable to work with reasonable answers and not with exhaustive ones that might help to dogmatic conceptions, not problem-solving, about ethics. Key words: teaching practice, ethics, argument, problematization.
其他摘要：Considering the context in which ethical debate appears in Brazilian education in the 1990s, this paper discusses the role of the National Curricular Guidelines as a way to diffuse ethics in school education. Based on Perelman and Meyer’s works it also approaches the philosophical debate between foundationistic and non-foundationistc views in ethics, aiming to show that it is possible to overcome dualistic thought and contribute to increase human relationships in the course of social existence. It also aims to show that in the context of teaching practice it is desirable to work with reasonable answers and not with exhaustive ones that might help to dogmatic conceptions, not problem-solving, about ethics.Key words: teaching practice, ethics, argument, problematization.
