The birth of the philosophy teacher in the Supervised Curricular Internship

Abstract

This article presents some reflections on the experience of the Supervised Curricular Internship in Philosophy at a public school in Santa Maria/RS. The objective is to problematize the birth of being a teacher in this context, because along the way it was possible to diagnose a teacher identity crisis, moved by a duality of belonging between a teaching self and a student self. The student self grasps some theories, contents and methodologies that incorporate tactics and networks of understanding for the new practices of the teacher self, in other words, at the time of the Supervised Curricular Internship, the teacher-training in the order of the double, between institutionality and the daily life of the school. As a result, in the initial training of philosophy teachers we will see that they constantly need to reflect on their conceptions of teaching philosophy and their own role in the teaching process. In this text, above all from the point of view of experience, we intend to report on the pedagogical devices that produced the new philosophy teachers, who were partly immersed in the complexity of the socio-cultural school, and partly mobilized to exercise an Experience of Self.