Abstract

RODRIGUES, Augusto  and  GELAMO, Rodrigo Pelloso. Philosophy teaching: notes on the field and its constitution. Educação e Filosofia [online]. 2021, vol.35, n.74, pp.813-853.  Epub Jan 15, 2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v35n74a2021-62439.

The objective is to outline the discussions on the scientific-philosophical field “Philosophy Teaching” and its epistemological statute, historically reconstituting some events and a possible perception of its emergence in the Brazilian reality. Firstly, the debate is resumed through Velasco’s research studies, a prominent figure and agent of the subject in recent years. Her theses and positions are presented and the findings point to the existence of a scientific-philosophical field, which was consolidated in the last decade. Subsequently, a narrative about the trajectory of creation and development of the field that resonates in Velasco’s analyses is reconstructed. A political and academic movement that took place in the late 1990s and early 2000s is explored. Such movement has been carried out by philosophy professors-researchers, who, given the possibility of Philosophy's return to the High School level in Brazil, have gathered together in order to fight for a territorialization of Philosophy teaching in Philosophy itself, in order to transform it into a genuinely philosophical problem, expanding the epistemic and institutional limits of Brazilian philosophy. Finally, it is noteworthy that a field is the result of a competitive dispute and tensions established among different research centers, complexity that cannot be encompassed by a single perception of events, thus opening paths for future investigations.

Keywords : Philosophy Teaching; Scientific-Philosophical Field; History of Philosophy Teaching.

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