Teaching philosophy in secondary schools: Reflections on academic language and the language of the voguepublic

This article proposes a reflection on the teaching of philosophy in high school, considering the challenges imposed by academic language and the need to adapt to the language of the contemporary public, especially in a context marked by the dissemination of digital technologies. Based on an analysis of current demands and available tools, we seek to explore strategies to make philosophy more accessible and relevant to students, promoting greater integration between academic knowledge and the culture of vogue.