This paper discusses the contemporary educational policies in Brazil, in accordance with the LDBEN 9.394/96 law, the National curriculum guidelines (1998), the National Curricular Parameters - PCN-EM (1999) and their implications in the teaching of Philosophy in Brazil, addressing historical and legal aspects of the reintegration of this teaching in Brazilian secondary school with its legal delineation on LDBEN 9.394/96 and the way prospects for opposition have been proposed to the referred policies. It also questions the procedures related to this process and raises some possible suggestions for actions on the part of the higher education institution which holds the professional forming for them to work with that teaching and on the part of representative entities of professional educators connected to the teaching of Philosophy, in this transition phase with paradigmatic changes in Brazilian education.
teaching Philosophy; contemporary educational policies; LDBEN 9.394/96