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With the entry into force of Law No. 11,684 in 2008, the presence of the subject of Philosophy in secondary education, which was already practised in several Brazilian states, became compulsory. Among the controversial political changes that the country has seen in 2016, many changes have been made, but the provisions of the aforementioned law have been partially preserved through the maintenance of Law No. 13,415, which establishes the presence of Philosophy studies and practices in Basic Education. Against this backdrop, this book aims to analyse the conditions imposed by official documents throughout the process of return, permanence and the struggle for continuity. We seek to bring to light the conceptions of philosophy that these documents offer. To do this, we began with a historical reconstruction of the meaning of the curriculum in the light of the theories that discuss its usefulness, meaning and object, in order to develop a solid theoretical framework that would subsidise a satisfactory comparative curriculum analysis between the provisions of the Federal District Curriculum Guidelines in 2008 and the advances of the current Curriculum in Motion (2013).