THE EDUCATION OF THE PHILOSOPHY TEACHER: BETWEEN THE LEGAL AND THE IDEAL

Authors

  • Amanda Santos Lima

DOI:

https://doi.org/10.7443/problemata.v9i3.41674

Keywords:

Education, teaching, Philosophy, teacher training, Philosophy teacher.

Abstract

The present article aims to present the analysis of the documents of the federal legislation that approach the formation of the professor of Philosophy in Brazil, as well as the vision of some theorists of the education regarding the formation of professors of Philosophy. It will be exposed what the legislation discusses about the Brazilian public education, what the implications and subjections on the subject and an analysis on positioning that the professor of Philosophy has before the current educational reality. The work aims at an analysis of teacher education between the legal and the ideal, that is, between what should theoretically and what the law provides. In the first moment, it is treated about some fundamental historical facts. In the second moment it is articulated on the formation of the teachers and how this formation interferes in the development of the student.

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References

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BRASIL. Ministério da Educação. Formação de professores do ensino médio. Caderno II: Ciências Humanas. Curitiba: EdUFPR, 2014.

______. Orientações curriculares para o ensino médio. v.3. Brasília: 2006.

______. Parâmetros Curriculares Nacionais para o Ensino Médio. Brasília: 2000.

CHARLOT, B. Da relação com o saber às práticas educativas. São Paulo: Cortez, 2013.

MATOS, J.C. A formação pedagógica dos professores de filosofia. São Paulo: Loyola, 2013.

PUCCI, B. A Filosofia na formação universitária dos professores do ensino médio. Anais do 5º Congresso da Sociedade de Filosofia da Educação de Língua Portuguesa. Acesso em 27/06/2017. Disponível em < https://www.fe.unicamp.br/sofelp/arquivos/textos- comunicacoes.pdf > p. 580-591.

SUAREZ, R. Nota sobre o conceito de Bildung (formação cultural). In.: Revista Kriterion, v.46, n.112, dez., Belo Horizonte: 2005.

TARDIF, M. Saberes docentes e formação profissional. 17. ed. Petrópolis: Vozes, 2014.

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Published

2018-10-27

Issue

Vol. 9 No. 3 (2018): TEACHING OF PHILOSOPHY: Special Issue

Section

TEACHING OF PHILOSOPHY AND TEACHER EDUCATION

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