Abstract
The objective of this article is to report the reflective experience experienced and elaborated during the training course as a doctoral student of the doctoral program in education at the Seminar on Education, Philosophy and Epistemology, held from January 9 to 14, 2020 at the Faculty of Humanities and Arts of the UNR in Rosario-AR, in which the professor of the discipline during the seminar encouraged and challenged the doctoral students regarding the need to think philosophically about reality, insisting on the need to assume the tension between philosophy and philosophizing. For the narrative of this experience we are inspired by the theoretical framework of Merleaupontian phenomenology for allowing us as researchers to seek the meaning of experiences as they are being lived (MARTINS and THEOPHILO, 2009), describing our perceptions and feelings perceived in this process in a phenomenological attitude. And also, the biographical approach of Josso (2005) as a research-training methodology that discusses the transforming power of narratives, emphasizing that in the formative future it allows the exercise of "self-training". Thus, during the seminar, the need to think philosophically about reality was shown, considering philosophy as a field of knowledge and a reflexive and critical way of thinking, in order to rethink education from our situation. Based on the authors studied Japers(1984), Díaz (2017), Carpio (2004), Lesteime (2019) Ranciére (2003), Antelo (2015), Frigerio (2003), Cullen (2013), Freixas (2006), Foucault (1994), Meireu (1996). The reflections and discussions carried out in this learning itinerary in doctoral training provided new learning, knowledge, skills and competencies necessary for our teacher-researcher training, contributing significantly to the (re)construction of our project and research problem, having been also a time of great human and intercultural development.
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