Reading propositions: a perspective of the archive of production in the fields of Philosophy and Philosophy of Education in the 30 years of the Brazilian journal Pro-Posições

Abstract In this article we aim to collect and comment on the production in the fields of Philosophy and of Philosophy of Education published during the 30 years of the Pro-Posições journal. To do so, we organized into three thematic parts a set of thematic occurrences that are present, at the same time, in three decades of publications. The first decade covers the years from 1990 to 1999, highlighting the theme of Education and its republican value in the Brazilian redemocratization, with emphasis on critical thinking; the second decade, between 2000 and 2009, brings to light a series of analyses concerning the millenary challenges for the field of Education, mainly the ethical-political problematization of society in general; the last decade, from 2010 to 2018, evidences the increase of the presence of Philosophy and Philosophy of Education in the field of Education, entailing themes such as differences, inclusion, and subjectivities. Besides observing that Philosophy and Philosophy of Education are remarkable fields over the 30 years of the Pro-Posições journal, we argue that the same problematizations of all three decades of publication are urgent for reiterating one of the struggles of critical thinking in the defense of the republican Education and of its democratic principles, in addition to drawing attention to the urgency of the place of differences and multiplicities in the field of Education.