Teaching and research in philosophy of education: a historical dilemma and a contemporary alternative
DOI:
https://doi.org/10.5902/1984644425125Keywords:
Philosophy of education, Teaching, Education.Abstract
The present article aims to investigate the issue of philosophical or pedagogical predominance in the teaching of the discipline of philosophy of education and to present some aspects of propositional variants of overcoming the aforementioned dilemma within the contemporary Brazilian philosophical-educational field. In order to contribute to further discussions on this topic as well as to seek new directions for the teaching of Philosophy of Education we are based in theoretical references that area such as: Albuquerque (1998; 2010), Tomazetti (2003; 2010), Valle; Kohan (2004), Tadeu e Kohan (2005), Gallo (2008), Pagni (2008; 2011; 2013), Deleuze; Guattari (2010), Deleuze (2010; 2011), among others. After exposing the historical dilemma between the philosophical domain and the pedagogical domain that permeates the teaching and research in the field of the philosophy of education in Brazil, we indicate some recent experiments, inspired by the writings of Gilles Deleuze and Michel Foucault, as an alternative to overcome this problem.
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