Vol. 12 No. 1 (2026): REFilo – Publicação contínua - Qualis/Capes B1

Published: 2026-02-24

Artigos – Demanda contínua

• The fermentative in the construction of memory: Towards a defatalization through philosophical reflection

  Silvana María Rasedo Bettiato

  e23/01-17

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  DOI: https://doi.org/10.5902/2448065793079

• Pedagogical innovation and concept production: a dialogue between Carlos Fino and Silvio Gallo

  Cláudio de Oliveira Pinheiro Neto

  e25/01-17

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  DOI: https://doi.org/10.5902/2448065793254

Dossiê

• Apresentação do Dossiê: Pesquisa em cena, Ensino em questão VIII Encontro do GT Filosofar e Ensinar a Filosofar

  Augusto

  e1/01-12

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  DOI: https://doi.org/10.5902/2448065795217

• The meaning of the curricular internship and the training of philosophy teachers: an outline of a materialist view

  Robson Pereira Calça

  e2/01-13

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  DOI: https://doi.org/10.5902/2448065795042

• Masculinities and Teaching Philosophy

  Flávio de Carvalho

  e3/01-18

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  DOI: https://doi.org/10.5902/2448065795010

• From absence to modes of presence: How are women thinkers represented in the latest Social and Applied Human Sciences and Philosophy textbooks?

  Taís Silva Pereira, Lucas da Silva Martins

  e4/01-19

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  DOI: https://doi.org/10.5902/2448065794982

• Teaching Philosophy in Times of Educational Plataformization

  Matheus Henrique Luchesi

  e5/01-17

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  DOI: https://doi.org/10.5902/2448065794959

• Under the tree of Platformisation: concentration of power, datafication and autonomy in Brazilian Basic Education

  Valéria Cristina Lopes Wilke

  e6/01-12

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  DOI: https://doi.org/10.5902/2448065794898

• Beyond the Canon: Epistemic Disobedience and the Pluralization of Rationalities in Philosophy Education in Light of Law 10.639/2003

  Marinês Barbosa de Oliveira

  e7/01-22

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  DOI: https://doi.org/10.5902/2448065794870

• Formative helpessness and the role of the philosopher in contemporary times: Between training and professional practice

  Jonathan Braz de Souza

  e8/01-15

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  DOI: https://doi.org/10.5902/2448065794855

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

  Darcísio Natal Muraro

  e9/01-15

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  DOI: https://doi.org/10.5902/2448065794856

• From Disciplinary Governmentality to Algorithmic Governmentality: the platformization of the São Paulo Public School as a neoliberal device for subjectivation, control, and manipulation

  Gilberto Miranda Junior

  e10/01-13

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  DOI: https://doi.org/10.5902/2448065794857

• Glossary of Philosophy Teaching: key concepts for mapping the history(ies) and specificities of the field.

  Augusto, Patrícia Del Nero Velasco, Elisete Medianeira Tomazetti

  e11/01-28

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  DOI: https://doi.org/10.5902/2448065794843

• Practice of philosophical and non-philosophical readings on emerging problems in high school at Colégio de Aplicação/UFRGS.

  Rafael da Silva Cortes

  e12/01-12

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  DOI: https://doi.org/10.5902/2448065794830

• Philosophy undergraduates: education as poíesis.

  Angela Zamora Guimaraes Cilento

  e13/01-16

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  DOI: https://doi.org/10.5902/2448065794743

• Philosophy for everyone: philosophizing and teaching how to philosophize starting from everyday life

  Amanda Veloso Garcia

  e14/01-15

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  DOI: https://doi.org/10.5902/2448065794727

• Plural childhoods and children as subjects: a philosophical study based on dissertations supervised in the GT Filosofar e Ensinar a Filosofar (ANPOF)

  Vitória Albert Sauzem

  e15/01-12

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  DOI: https://doi.org/10.5902/2448065794663

• Reading in the teaching of philosophy as a right and the need for a PNLD specific for philosophy works

  Rúbia Liz Vogt de Oliveira

  e16/01-17

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  DOI: https://doi.org/10.5902/2448065794449

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

  Willian Xavier Lopes

  e17/01-12

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  DOI: https://doi.org/10.5902/2448065794660

• 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

  Leocir Bressan

  e18/01-10

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  DOI: https://doi.org/10.5902/2448065794659

• Teaching Philosophy and Cinema: a possibility of a philosophical-pedagogical approach based on the Deweyan aesthetic experience

  Flavio Honorio da Silva, Leoni Maria Padilha Henning

  e19/01-11

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  DOI: https://doi.org/10.5902/2448065794353

• A critical and liberating intercultural approach to teaching Philosophy

  Maximiliano Román, Eduardo Zini

  e20/01-17

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  DOI: https://doi.org/10.5902/2448065794621

• The game of thought: Theater Games as an active methodology in Philosophy Education

  Vinícius Ferrari Daniel

  e21/01-17

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  DOI: https://doi.org/10.5902/2448065794628

• Evaluation of learning in Philosophy and the competency-based pedagogy: the state of knowledge on the subject in Brazil

  Ruan Saboia Nunes

  e22/01-18

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  DOI: https://doi.org/10.5902/2448065794703

Relato de Experiência

• Metaphysics of the image: between shadows and signs in the teaching of philosophy for deaf students

  Tiago Eurico de Lacerda

  e24/01-23

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  DOI: https://doi.org/10.5902/2448065795032