Resumo

GOTTSCHALK, Cristiane Maria Cornelia. O paradoxo do ensino da perspectiva de uma epistemologia do uso. Educação e Filosofia [online]. 2013, vol.27, n.54, pp.659-674. ISSN 1982-596X.

My goal in this paper is to present the ‘teaching paradox’ and to revisit the philosophical models of teaching examined by Israel Scheffler, who sought to point out the advantages and difficulties of each of them, to then propose a philosophical model of teaching that he considered more satisfactory. However, although he incorporated much of the criticism that the “linguistic turn” makes to the metaphysics of these models, my hypothesis is that, when doing the analysis of educational models - empiricist (Locke), idealist (Augustine) and rational (Kant) -, he does not take into account the distinctive role of grammatical propositions (in the sense of Wittgenstein) regarding the other propositions, to understand how the growth of knowledge in the individual is possible. From the perspective of an epistemology of use inspired in the ideas of the second Wittgenstein, I argue that, if we consider that these propositions constitute our worldview (Weltbild) and that we learn to follow these rules, most of the difficulties encountered in these models simply disappear, and the paradox of teaching is also dissolved.

Palavras-chave : Philosophical Models of Teaching; Wittgenstein; Meaning; Epistemology of Use.

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