Abstract
Resumo: O objetivo deste artigo é elucidar dois problemas radicais: o primeiro diz respeito aos obstáculos relativos ao reconhecimento da ampliação do conceito de filosofia, enquanto o segundo concerne à retomada da compreensão da natureza específica da atividade filosófica. Abordam-se os conceitos de humanidade e de filosofia em perspectiva uni-versal, bem como a originária função antropológica da docência. Essa abordagem contribui atualmente com o alargamento da liberdade no âmbito da intervenção educativa de professores de filosofia em variados níveis de ensino no Brasil e em contextos similares. Conclui-se com o ensaio de uma síntese das soluções propostas aos referidos problemas.
Highlights
Problematization of Phylosophy Teaching and Teacher Formation in Brazil
If any difficulties should be found while investigating possible problems that effectively surround philosophy teaching in theory and practice, among with the precarity of the conditions of work in Brazilian institutions, which in turn challenge the efficacy of the educator’s work, how should one expect philosophy teachers to be in harmony with their dharma1? Should these problems present themselves, despite teachers knowing or scarcely knowing about them, this article assumes the role of shedding light on the philosophical reflection that will allow such problems to be identified at least to their general traces, in order to perfect teaching practices of philosophy in Brazilian society or similar contexts
Regardless of our earlier questioning about the very nature of philosophical activity, current Brazilian historical contingencies – which greatly result in successful or unsuccessful attempts to mimic modern euro-western experiences – place philosophy teaching in a certain horizon of sense marked by institutionalization, which is guided by transformations of the State
Summary
ABSTRACT – Problematization of Phylosophy Teaching and Teacher Formation in Brazil. The objective of this study is to enlighten two problems: the first regards the obstacles that oppose acknowledging the broadening of the concept of Philosophy, whereas the second concerns resuming the comprehension of the specific nature of philosophical activity. Developing the ability to clearly distinguish the general outline of these issues –which this article seeks to aid with – has the potential to broaden the freedom of acute interventions at the service of humanity For this purpose, we propose that the aforementioned issues be approached from a truly universal conception of philosophical reflection. Humanity is uni in the sense of species, and at the same time versal in the sense of the freedom that enables multiple formative possibilities of groups with various sociocultural characteristics For this reason, any pretense of universal knowledge that may take part for the whole, emphasizing unity over diversity, is but an ideology that, as opposed to a true authentic universal philosophical approach, contributes to tear the fabric of humanity. If any difficulties should be found while investigating possible problems that effectively surround philosophy teaching in theory and practice, among with the precarity of the conditions of work in Brazilian institutions, which in turn challenge the efficacy of the educator’s work, how should one expect philosophy teachers to be in harmony with their dharma1? Should these problems present themselves, despite teachers knowing or scarcely knowing about them, this article assumes the role of shedding light on the philosophical reflection that will allow such problems to be identified at least to their general traces, in order to perfect teaching practices of philosophy in Brazilian society or similar contexts
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