Resumen

TOMAZETTI, Elisete M.  y  BENETTI, Cláudia Cisiane. Formação do professor de Filosofia: entre o ensino e a aprendizagem. Rev. Diálogo Educ. [online]. 2012, vol.12, n.37, pp.1027-1043. ISSN 1981-416X.

This presentation deals with the following question: how can the formation of the future teacher be thought? Supported by Gilles Deleuze’s work, we consider as main focus of the studies concerning the “teaching of philosophy” the central importance of the concept of learning as an activity tied to thought. And this thought is constructed by the violent force of signs that demand an activity of decipherment and understanding. The sign is understood as something that forces us to think about the subject. Considered as an activity, thought is no more conceived as representation of something that is external to it, but as an activity that organizes in a different way what arrives to it with the signs. This way, the sign has the “power” to provoke new rearrangements, generating inventions from the multiplicity. Following Deleuze’s point of view, thinking is associated with learning and not with teaching. Therefore, it would be nonsense to consider a pedagogy of teaching to think. We will put in such nonsense in question, because, as “educators of future teachers”, our challenge is to provoke them to think about the possibility of teaching the young students how to think philosophically in the during Philosophy classes in High School.

Palabras clave : Teaching; Learning; Philosophy Lessons; Philosophy Teachers.

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