Abstract

JOHANSON, Izilda. Filosofia, filósofo, professor de filosofia. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2013, vol.22, n.39, pp.55-62. ISSN 0104-7043.

The definition of philosophy teaching for what comes as activity of the philosophy professor, or what outcomes of it, comprises a need for answers to certain specific questions of the philosophical activity. By declaring whatever is about teaching philosophy, even though unconsciously , presupposed questions are already being answered , such as: Why philosophy? What is philosophy? Is it possible an effective teaching? What philosophy to teach? What is the specificity of the philosopher? What is the specificity of the philosophy teaching? It is precisely because these questions are presupposed, they are also what seal the deep bonds among philosophy, philosopher, professor and the philosophy student, and that is what makes it possible to say, these are issues prior to the teaching activity. In search of his/her place as a philosophy professor in a classroom, among the pupils, he/she is also in search of his/her own place amid the philosophy field. He/ She is in search of the constitution of what we could define as the philosophical problem of philosophy.

Keywords : Philosophy; Philosophy Professor; Philosophy Teaching; Philosophical Reading.

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