Philosophical Didactic, Philosophy of the Aleatory Didactic
DOI:
https://doi.org/10.5902/1984644415910Keywords:
Philosophical didactic, Philosophical learning, Aleatory didactic.Abstract
This article proposes to review the philosophy didactic notion since a perspective that enhances its philosophical dimension and formulates a specific proposal of a didactic that problematize the philosophic learning connection with education. It is assumed that a philosophic didactic must explain the philosophy and philosophize conception from which we intend to elucidated a philosophy education question, along with a definition of a teaching practice notion. The choice of a philosophy of the event it is justified, as a conceptual reference, be the privilege of the encounter and news from who participated in the learning and teaching philosophy situation. Based on that, a random philosophy didactic is defined as a theoretical and practical possibility of a philosophic didactic.Downloads
Published
How to Cite
Issue
Section
License
Declaration of originality
We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
Attribution 4.0 International (CC BY 4.0)
This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)