OBSERVATIONS ON PHILOSOPHICAL TEXT’S USES IN ACADEMICAL PRACTICES ABOUT TEACHING AND LEARNING PHILOSOPHY

Abstract

At Marília Unesp’s Philosophy department, two philosophical approaches were historically consolidated: historical-philosophical perspective and philosophical-interdisciplinary thematic. These approaches have peculiarities in relation to their research objects, in relation to the way they relate to the history of Philosophy and the way they understand philosophical practice. This duality is responsible for fueling a dispute within the institution’s training itinerary, embodied in undergraduate classes by the way teachers teach. However, the philosophical text plays a role common to both approaches, becoming a central object in philosophy training. Due to the way the text seems to be used, the relationship established in the classroom between teacher and student occurs through the mediation of the text. This type of approach is based on didactic and pedagogical assumptions, not exactly philosophical ones. Thus, while the approaches diverge in their methods and focuses, the philosophical text remains a unifying element, although not philosophical. To address the relationship between philosophical text and Philosophy training, we will use institutional documents and authors who think about Philosophy Teaching.