PHILOSOPHY TEACHING AND THE PEDAGOGICAL RELATIONSHIP:

WHEN THE OFFICE OF TEACHER IS TO PRODUCE THE PEDAGOGICAL ENCOUNTER

Authors

DOI:

https://doi.org/10.7443/problemata.v15i1.70231

Keywords:

Artisanship, Pedagogical Relationship, Philosophy Teaching, Teaching Authority

Abstract

This text is derived from the presentation made at the ANPOF event "VII Encontro Nacional do GT Filosofar e Ensinar a Filosofar: pensar o campo, filosofar o ensino". In this article, we will outline aspects that investigate the interlocutions between the teacher-student relationship and philosophy teaching. The central aim of this paper is to understand what the pedagogical relationship is and how it takes place in high school philosophy classes. For this investigation, we will discuss some basic concepts, namely: the educational context that does not facilitate the conditions for the pedagogical encounter; the proposition that the teacher's authority is based on producing (artisanship) the pedagogical relationship in order to include students in the Work of humanity. In addition, we address the proposition that the artisanship of the pedagogical relationship in the teaching of philosophy derives from conservation and creation with the philosophical subject. Finally, we conclude that the pedagogical relationship in the teaching of philosophy depends on the actions of the teacher-philosopher, orienting himself both as a subject who establishes relationships with himself, with the world and with the Other, and understanding that his teaching activity, in the classroom workshop, produces philosophy.

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Published

2024-06-30

Issue

Vol. 15 No. 1 (2024)

Section

PRÁTICAS FILOSÓFICAS DE ENSINAR E APRENDER FILOSOFIA

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Copyright (c) 2024 Willian Xavier Lopes

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