Resumo

MANCHINI, Nigel. Body, presence and distance in of teaching philosophy: educational exploration during social distancing. child.philo [online]. 2020, vol.16, e50438.  Epub 03-Nov-2020. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2020.50438.

Various philosophical and scientific approaches suggest the importance of embodiment for educational processes and cognition in general. Class suspension and course virtualization during the COVID-19 pandemic offers a window to investigate these claims in the specific field of teaching philosophy. This work presents the results of an educational exploration carried out with 99 philosophy teachers during the first weeks of social distancing in Uruguay. Among other variables, the usual educational practices of these teachers, the level and strategies of work during distancing, as well as their positions with respect to distance education and the importance of body dimension are analyzed. Although most of this group worked during a period of social distancing, there is skepticism about the possibility of teaching philosophy in a virtual way; several teachers testified that they could not adapt. In general, the bodily dimension is considered important in the teaching of philosophy. Some elements that justify this importance are the richness that it brings to the encounter at the levels of emotion, communication, flow of interaction, and contact with otherness. These data allow us to think about the possibilities and limitations of the virtualization of the teaching of philosophy. In more depth, the data suggest that the teaching of philosophy (even in the more traditional and less embodied classes) has as background a complex body dynamics, rarely explicit. The possible senses in which the teaching of philosophy could be considered as an embodied phenomenon are discussed.

Palavras-chave : philosophy teaching; embodiment; presence; social distancing; empirical research..

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