Teaching Philosophy and Autobiography: Dialogue as a Possibility for Decolonial Philosophical Narrative

Abstract

This study aims to address philosophical autobiographical narrative constructed through dialogue as a possibility for teaching philosophy in basic education. The question posed by this study is: on what basis can dialogical philosophical autobiographical writing constitute an authorial experience for students in basic education? The research methodology consists of a bibliographic review of the theoretical framework centered on the works of Muraro, Herceg, and Freire, seeking to articulate and reconstruct the concepts of formation and forming, autobiography, and writing. The study seeks to understand autobiography as an epistemological paradigm of philosophical practice that considers existential experience historically situated in time and space, allowing the elaboration of its narrative as a contextual and testimonial event. Philosophical autobiographical writing is based on questioning the experience colonized by the hegemony of knowledge historically constituted as a form of epistemic, economic, and educational domination. This questioning is the basis of investigative dialogue and the experience of shared and engaged autobiographical authorial writing in the transformation of experience from a liberating perspective. In conclusion, the study presents some processes that can be converted into autobiographical formation as a gnoseological process of writing and reading the world from a philosophical perspective.