<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122022000100113</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v27.e022023</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções de professores de filosofia sobre a especificidade da disciplina de filosofia]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of philosophy teachers on the specificity of the philosophy discipline]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Fabio Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Ensino Religioso ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Fundação Araucária-Paraná Frontiers in Psicologia da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122022000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo, um recorte de pesquisa de Doutorado, objetiva desvelar as percepções de 208 professores de Filosofia do Paraná no sentido de buscar evidenciar quais seriam as especificidades dessa disciplina em relação a outras do currículo. Inicialmente, disserta-se sobre a intermitência da disciplina de Filosofia no currículo da Educação Básica, com base em Deleuze e Guattari (2010), os quais demarcam o entendimento da Filosofia como criação de conceitos. Em seguida, fundamentando-se em Rodrigues e Gelamo (2019), entre outros autores, reflete-se sobre o modo de compreender a Filosofia, que pode oscilar entre uma compreensão enciclopédica com base na memorização dos sistemas filosóficos e a experiência filosófica. Por fim, por meio da análise de conteúdo de Bardin (2016), a seguinte questão de um questionário que envolvia outras dez foi analisada: &#8220;Você acredita que a Filosofia proporciona espaços ou momentos diferenciados em relação aos das outras disciplinas? Se sim, no que ela se diferencia?&#8221;. Das respostas dos 208 docentes, emergiram as seguintes categorias: criação de conceitos, espaço para debate/reflexão de ideias, possibilidade da experiência filosófica e superação do senso comum. Os resultados apontam, assim, um sentido de que a disciplina de Filosofia não deve limitar-se a um conhecimento enciclopédico, mas tratar-se de um conhecimento que se relaciona com o cotidiano de seus interlocutores. Faz-se necessário, porém, saber valorizar adequadamente a história da Filosofia, pois, ao valorizá-la demais, pode-se incorrer a um ensino meramente descritivista; contudo, ao não a valorizar, pode-se debruçar em discussões sem conteúdo filosófico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, a cutoff from a Doctoral research, aims to unveil the perceptions of 208 Philosophy teachers from the state of Paraná, Brazil, in the sense of seeking to highlight the specificities of the Philosophy discipline in relation to other subjects in the curriculum. Initially, it is discussed about the intermittency of the Philosophy discipline in the Basic Education curriculum, based on Deleuze and Guattari (2010), who demarcate the understanding of Philosophy as the creation of concepts. Then, based on Rodrigues and Gelamo (2019), among other authors, we reflect on how to understand Philosophy, which can oscillate between an encyclopedic understanding based on the memorization of philosophical systems and philosophical experience. Finally, through Bardin&#8217;s (2016) content analysis, the following question from a questionnaire involving ten others was analyzed: &#8220;Do you believe that Philosophy provides different spaces or moments in relation to those of other disciplines? If so, how does it differ?&#8221;. From the responses of the 208 teachers, the following categories emerged: creating concepts, space for the debate/reflection of ideas, the possibility of philosophical experience and overcoming common sense. The results point in a sense that the discipline of Philosophy should not be limited to encyclopedic knowledge, but, rather, it is knowledge that is related to the daily lives of its interlocutors. However, it is necessary to know how to properly value the history of Philosophy, because, on the one hand, when valuing the history of Philosophy too much, one can incur a merely descriptive teaching; on the other hand, by not valuing the history of Philosophy, one can engage in discussions without philosophical content.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Especificidade da Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Criação de Conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Experiência Filosófica]]></kwd>
<kwd lng="en"><![CDATA[Specificity of Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Creation of concept]]></kwd>
<kwd lng="en"><![CDATA[Philosophical experience]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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