TEACHING PHILOSOPHY AND CURRICULUM CREATIONS AT SCHOOL

Abstract

The purpose of this article is to think about the teaching of philosophy, approaching a proposition about teacher training in the area of philosophy to the possibilities of everyday curricular creations in school. We start from the finding that there are difficulties in articulating teacher education based on the academic knowledge of the undergraduate and the common practices of daily life in school education, whose example is the expression: 'in practice, the theory is different'. We affirm that this expression has other meanings beyond its distance, since practices are expressions of other theories, searches, reformulations and inventions. We seek to articulate these dimensions: the teaching of philosophy, the training of teachers for their teaching and the conditions of their professional practice, articulated to the field of curricular studies and daily life in its aspect that affirms the existence of curricular creations in the daily life of schools their multiple experiences, knowledge and actions. We are based on our master's research, whose main objective was to investigate the teaching of philosophy in two middle-level state schoolsin Aracruz, ES. Lastly, we believe that the more demanding the initial training of teachers is to perform in basic education, the more pedagogical and didactic preparation is required for their dialogic, open and innovative action in their practice, leading us to conclude that they invent, create, live new curricula when they are challenged to transform the classroom into a knowledge-producing environment and, consequently, new insubstantial, creative, and free subjectivities.