<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2021000200813</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v35n74a2021-62439</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de filosofia: notas sobre o campo e sua constituição]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy teaching: notes on the field and its constitution]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de la filosofía: apuntes sobre el campo y su constitución]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gelamo]]></surname>
<given-names><![CDATA[Rodrigo Pelloso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unesp Faculdade de Filosofia e Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unesp Faculdade de Filosofia e Ciências Programa de Pós-graduação em Filosofia e Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>74</numero>
<fpage>813</fpage>
<lpage>853</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2021000200813&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2021000200813&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2021000200813&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetiva-se perspectivar as discussões sobre o campo científico-filosófico &#8220;Ensino de Filosofia&#8221; e seu estatuto epistemológico, reconstituindo historicamente alguns acontecimentos e uma percepção possível de sua emergência na realidade brasileira. Primeiramente, retoma-se o debate através das pesquisas de Velasco, figura de destaque e agenciadora do assunto nos últimos anos. Apresentam-se suas teses e posicionamentos, cujos desdobramentos apontam para a existência de um campo científico-filosófico consolidado na última década. Posteriormente, reconstrói-se uma narrativa sobre a trajetória de criação e desenvolvimento do campo que ressoa em suas análises. Explora-se uma movimentação política e acadêmica ocorrida no final da década de 1990 e começo dos anos 2000, realizada por professores-pesquisadores de filosofia, que, ante a possibilidade do retorno da filosofia à educação básica, se unem a fim de lutar por uma territorialização do ensino de filosofia na própria filosofia, de modo a transformá-lo em um problema genuinamente filosófico, alargando os limites epistêmicos e institucionais da filosofia brasileira. Finalmente, destaca-se que um campo é consequência de uma disputa concorrencial e das tensões estabelecidas entre os diferentes núcleos de pesquisas, complexidade que não consegue ser dimensionada por uma única percepção dos acontecimentos, abrindo-se, assim, caminhos para investigações futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective is to outline the discussions on the scientific-philosophical field &#8220;Philosophy Teaching&#8221; and its epistemological statute, historically reconstituting some events and a possible perception of its emergence in the Brazilian reality. Firstly, the debate is resumed through Velasco&#8217;s research studies, a prominent figure and agent of the subject in recent years. Her theses and positions are presented and the findings point to the existence of a scientific-philosophical field, which was consolidated in the last decade. Subsequently, a narrative about the trajectory of creation and development of the field that resonates in Velasco&#8217;s analyses is reconstructed. A political and academic movement that took place in the late 1990s and early 2000s is explored. Such movement has been carried out by philosophy professors-researchers, who, given the possibility of Philosophy's return to the High School level in Brazil, have gathered together in order to fight for a territorialization of Philosophy teaching in Philosophy itself, in order to transform it into a genuinely philosophical problem, expanding the epistemic and institutional limits of Brazilian philosophy. Finally, it is noteworthy that a field is the result of a competitive dispute and tensions established among different research centers, complexity that cannot be encompassed by a single perception of events, thus opening paths for future investigations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo es presentar una perspectiva de las discusiones sobre el campo científico-filosófico &#8220;Enseñanza de la Filosofía&#8221; y su estatuto epistemológico, reconstituyendo históricamente algunos hechos y una posible percepción de su emergencia en la realidad brasileña. En primer lugar, se retoma el debate a través de las investigaciones de Velasco, figura destacada y agente del tema en los últimos años. Se presentan sus tesis y posiciones, cuyos resultados apuntan a la existencia de un campo científico-filosófico consolidado en la última década. Posteriormente, se reconstruye una narrativa sobre la trayectoria de creación y desarrollo del campo que resuena en sus análisis. Se explora un movimiento político y académico que ocurrió a fines de la década de 1990 y principios de la de 2000, llevado a cabo por profesores-investigadores de filosofía, que ante la posibilidad del retorno de la filosofía a la educación básica, se unen para luchar por una territorialización de la enseñanza de la filosofía en la propia filosofía para transformarla en un problema genuinamente filosófico, ampliando los límites epistémicos e institucionales de la filosofía brasileña. Finalmente, se destaca que un campo es el resultado de una disputa competitiva y de tensiones que se establecen entre los diferentes centros de investigación, complejidad que no puede ser englobada por una percepción única de los hechos, abriendo así caminos para futuras investigaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Campo Científico-Filosófico]]></kwd>
<kwd lng="pt"><![CDATA[História do Ensino de Filosofia]]></kwd>
<kwd lng="en"><![CDATA[Philosophy Teaching]]></kwd>
<kwd lng="en"><![CDATA[Scientific-Philosophical Field]]></kwd>
<kwd lng="en"><![CDATA[History of Philosophy Teaching]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Filosofía]]></kwd>
<kwd lng="es"><![CDATA[Campo Científico-Filosófico]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Enseñanza de la Filosofía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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