Pedagogical practice in the teaching of philosophy in the context of Professional and Technological Education (PTE) developed in the Federal Institutes: from the conception of its importance to the way it is constituted

Abstract

The present article derives from a doctoral research project that aims to problematize the pedagogical practice of philosophy teachers within the context of Technological and Vocational Education (Educação Profissional Tecnológica) in the Federal Institutes. The relevance of such an approach lies, initially, in the new configuration of teaching in this modality, introduced by the Federal Institutes, whose novelty can be summarized through the notion of integrated education—within which philosophy, by its very nature, holds a significant presence across all institutional contexts. Such reach and insertion in different contexts—given that philosophy is present at all levels and in all modalities of the Federal Institutes—nevertheless entail important challenges, making it necessary to critically examine this agenda concerning pedagogical practice. As the research is still in its initial phase and, for this reason, has not yet conducted the planned interviews with philosophy teachers from these institutions, the methodology adopted in the article draws from 14 years of teaching experience as well as from a theoretical framework intended to support the research For this reason as well, the research results and conclusions remain partial, but they point to the need for a praxis connected to the diverse realities that permeate these institutions.