Philosophy and its teaching in school: the pedagogies and policies that constitute it

Abstract

This article, the result of a presentation at the VIII Encontro Nacional do GT Filosofar e Ensinar a Filosofar da ANPOF, aims to reflect on the conceptual apparatus that constitutes the teachability of philosophy in schools, focused on the terminologies ‘teaching pedagogies’ and ‘teaching policies’. Based on these elements, which are recurrent in the research “Referencial Curricular Gaúcho do Ensino Médio: relação pedagógica e ensino de filosofia”, it is discussed that curricular policies act as normative forces that regulate the relationship with school and philosophical knowledge. Such policies, influenced by pedagogical trends, by promoting adidactic transposition centred on the active construction of skills,reconfigure the roles of teacher and student and discipline the field of teaching. It is concluded that the terms and fields of knowledge under analysis are fundamental to research in Philosophy Teaching, as they allow us to understand the conditions and contexts that constitute school philosophical practice.