WHAT MOTIVATES TEACHERS TO TEACH PHILOSOPHY?

Authors

DOI:

https://doi.org/10.7443/problemata.v15i1.70224

Keywords:

Teaching philosophy, Teacher education, Motivation, Decoloniality, Philosophy

Abstract

The aim of this work is to analyze the motivating factors and demotivating factors in teaching philosophy. We consider this to be a crucially important topic to be addressed in teacher education, because work in basic education suffers numerous attacks from government authorities and from speeches that discourage students who are interested in working in philosophy teaching but are impacted both by the reality of devaluation and by negative speeches about the teaching career. To develop this work, we will use theories from the psychodynamics of work as references, to be applied to the case of teaching work and, in particular, to the teaching of philosophy. We have shown that some motivational factors linked to philosophy teaching practice are methodologies, content, decolonial and feminist foundations, especially black feminism. To do this, we will use philosophical and pedagogical reflections on decolonial theories and practices.

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References

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Published

2024-06-30

Issue

Vol. 15 No. 1 (2024)

Section

GÊNERO, DECOLONIALIDADE E FORMAÇÃO DOCENTE

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Copyright (c) 2024 Jose Benedito de Almeida Junior

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