Resumo

COELHO, Cleber Duarte. Cerletti reader Montaigne: the teaching philosophy as a stimulus to the question. Perspectiva [online]. 2017, vol.35, n.4, pp.1076-1088. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2017v35n4p1076.

This article aims to present some reflections derived from my teaching practice in the years when I taught philosophy in high school as well as teaching experience in the discipline of Philosophy of Teaching Seminar on Bachelor's Degree in Philosophy from Federal University of Santa Catarina. In addition, we set out some digressions about what we understand to be a false dichotomy: training for research versus training for teaching. Here Montaigne and Cerletti as supporters of a question of pedagogy, seeking to go beyond a focused educational experience for mere technical reproduction of content. Thus, we believe it is necessary to overcome the uncritical requirement of the philosophical content by the students and it is essential to encourage them to formulate questions and construct a reflective stance.

Palavras-chave : Philosophy; Education; Question.

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