2026-04-102026-04-102025-09-29CASTARATARO, M. O labirinto da BNCC e a filosofia: os aportes da educação filosófica no ensino médio para uma formação a prova de “fake news”. 2026. 386 f. Dissertação (Mestrado em Ensino na Educação Básica) - Centro de Ensino e Pesquisa Aplicada à Educação, Universidade Federal de Goiás, Goiânia, 2025.https://repositorio.bc.ufg.br/tede/handle/tede/15219In a time when information spreads rapidly, often without the individuals sharing it participating in its creation or minimally verifying its truthfulness, the problems are evident. This research aims to demonstrate how the articulation, integration, and relationship of philosophical concepts— particularly Jean-Paul Sartre’s concept of "freedom" and René Descartes’ "methodical doubt"— are essential for the development of various competencies and skills, especially Specific Competency No. 6 of the BNCC (National Common Curricular Base) in the area of Human and Social Sciences for High School. Even though the BNCC has removed the mandatory status of Philosophy in High School, no better tool will be found for its objectives and for combating "fake news." These concepts are usually studied separately, as there is nearly a 300-year gap between the two philosophers, and philosophy is often taught as a history or narrative that displays "the gallery of heroes of thinking reason" (Hegel, 2006), without inviting students to participate in it, synthesizing the acquired concepts in their own philosophical reflection. Descartes’ "methodical doubt" provides the understanding that no one is free from error, even in the simplest things, and that to avoid mistakes as much as possible, knowledge should be subjected to a method allowing rigorous epistemological analysis. Sartre’s "freedom" is the philosophical foundation for a solid morality that, in dialogue with "methodical doubt," seeks to explain that an individual’s responsibility is absolute for all their actions—a philosophy essential for democratic commitment. The research will use a qualitative methodology, of a descriptive nature, with a technical procedure that incorporates concepts from action research. Supported by this technical procedure, it carries out a bibliographic analysis of the phenomenon in question and, on the other hand, develops and applies an educational product consisting, first, of an e-book entitled “Subjectivity, ‘Fake News’ and Philosophy: A Commitment to Democratic Debate” and, second, of a teaching plan with a 32- hour workload. This dissertation is affiliated with the Professional Stricto Sensu Master’s Program of the Graduate Program in Teaching in Basic Education, at the Center for Teaching and Applied Educational Research (CEPAE) of the Federal University of Goiás (UFG).Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Filosofia e formação humanaFilosofia da EducaçãoEducação BásicaCiências HumanasPensamento crítico“Fake news”Philosophy and human formationPhilosophy of EducationBasic EducationHuman SciencesCritical thinkingCIENCIAS HUMANAS::EDUCACAODissertação