From the history of philosophy to the philosophize: some challenges in the speech with the no philosophical

Authors

  • Elisete Medianeira Tomazetti Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul
  • Cláudia Cisiane Benetti Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul

DOI:

https://doi.org/10.5902/1984644416184

Keywords:

Philosophy Education, Philosophy History, High School, Curriculum.

Abstract

This text proposes a reflection about a teaching and learning philosophy method that has been consolidated in the philosophy graduation courses and has produced different effects at education in basic school. Highlighting the produced speeches in the last decades, in the tension between teaching philosophy and teaching to philosophize intertwined by Philosophy History and having as reference the High School National Curricular Curriculum Guideline (2012), presents new educational scenery in building. In such scenery its indicated a new curriculum drawing, structured by knowledge fields, that request from the teachers a confrontation of the interdisciplinary question and the school knowledge contextualization. In these conditions, we intend to think, on the beginning, about philosophy education, in the Human Science Field context, with a view to interdisciplinary experiences.

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Published

2014-12-24

How to Cite

Tomazetti, E. M., & Benetti, C. C. (2014). From the history of philosophy to the philosophize: some challenges in the speech with the no philosophical. Education, 40(1), 75–88. https://doi.org/10.5902/1984644416184

Issue

educação, v. 40, n. 1, jan./abr. 2015

Section

Dossier – Philosophy Teaching: contemporary scenarios

License

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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)