<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000300449</article-id>
<article-id pub-id-type="doi">10.5902/1984644430328</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de filosofia na Educação Básica: uma problematização à luz da filosofia antiga]]></article-title>
<article-title xml:lang="en"><![CDATA[The discipline of philosophy in Basic Education and its formative characteristics: a problematization in the light of Ancient Philosophy]]></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[,Universidade Estadual Paulista Júlio de Mesquita Filho Programa de Pós-Graduação pela Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho Departamento de Didática Programa de Pós-graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>449</fpage>
<lpage>464</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000300449&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000300449&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000300449&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste texto consiste em problematizar os limites da filosofia na Educa&#231;&#227;o B&#225;sica, uma vez que o ensino de filosofia na atualidade propicia uma forma&#231;&#227;o bastante empobrecida. De fato, o que acontece em sala de aula &#233; uma forma&#231;&#227;o restrita &#224; ordem da compreens&#227;o, assimila&#231;&#227;o e repeti&#231;&#227;o dos discursos filos&#243;ficos. Por um lado, ensinar consiste no movimento de transmiss&#227;o das representa&#231;&#245;es que o professor tem de determinado recorte da hist&#243;ria da filosofia. Por outro, aprender seria reproduzir aquilo que foi transmitido, aplicando tais representa&#231;&#245;es como f&#243;rmulas para se pensar determinadas quest&#245;es. A partir deste contexto escolar, come&#231;a-se a problematizar a efetividade da transmiss&#227;o na constru&#231;&#227;o de uma forma&#231;&#227;o minimamente filos&#243;fica, pois &#233; questionado se &#233; a apropria&#231;&#227;o discursiva que fundamentaria este processo formativo. Tem-se como hip&#243;tese que n&#227;o &#233; a posse de discursos o que garantiria uma forma&#231;&#227;o em filosofia e que este modo de formar n&#227;o encontra resson&#226;ncia na pr&#243;pria tradi&#231;&#227;o filos&#243;fica. Para tanto, recuperam-se os movimentos iniciais da filosofia antiga, principalmente com a figura de S&#243;crates e os textos de Plat&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this text is to problematize the limits of philosophy in Basic Education, since, in our analysis, teaching philosophy nowadays provides students with a very impoverished educational background. In fact, what happens in classroom is an educational background that is restricted to the order of comprehension, assimilation and repetition of philosophical discourses. On the one hand, teaching comprises the movement of transmitting representations that the teacher has of a certain fragment in the history of philosophy. On the other hand, learning would be reproducing what has been transmitted, by applying philosophical knowledge as formulas to think about certain issues. From this school context, we begin to problematize the effectiveness of transmission in the construction of a minimally philosophical formation, because it is questioned whether it is the discursive appropriation that would base this formative process. It is hypothesized that it is not the possession of discourses that would guarantee a formation in philosophy and that this way of forming does not find resonance in the own philosophical tradition. For this, the initial movements of the ancient philosophy are recovered, mainly with the figure of Socrates and the texts of Plato. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia antiga]]></kwd>
<kwd lng="en"><![CDATA[Teaching philosophy]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Ancient philosophy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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