TEACHING OF PHILOSOPHY: DIFFICULTIES AND ADVANCES IN BASIC EDUCATION

Abstract

The present work aims to present an overview of the difficulties faced in the teaching of philosophy. We can think in this sense, that the initial formation of philosophy teachers is fundamental in the unfolding of their practice, because as Cerletti (2009) reflects, the philosophy teacher is built inside an academy and under the process of an academic life, since it is this training will initially be the engine for classroom experience, not a ghost to haunt it if the theory is divorced from its practice, as Ulhôa (1988) points out. According to Arendt (2016), the passage of new generations through classrooms does not allow them to be part of a public space shared by other people interacting in the future through harmonious relationships. We consider it opportune to think of the construction of an environment favorable to philosophical teaching, through the search for the experience of otherness, through the concept of Empathy proposed by Edith Stein (1964), and as a consequence of this movement toward the experience of the Other, philosophical teaching that motivates students with the enthusiasm of philosophical experience. We also propose, in this article, to think about the advances in the teaching of philosophy, in light of the use of new information and communication technologies. Whereas, in the context of modern social relations, the internet is, or becomes, an important tool in the construction of these new experiences.