Saberes do professor de filosofia no nível médio

Abstract

The struggle for the mandatory philosophy class in High School since the eighties, has drawn many discussions. However, these discussions did not take into account the specifics of teaching philosophy in the classroom and the possible alternatives to really insert philosophy into High School. This research aimed to identify the knowledges which were built within the educational action by the philosophy teacher in his/her practice in the High School classroom. The participants were teachers with a degree in philosophy who taught at High School within the public schools at the 8th CRE in Santa Maria RS. The participants were submitted to a semi-structured interview, which was tape recorded and later analized using the following categories: 1st Action/practice of the philosophy teacher. 2nd Philosophy conception. 3rd Dualism of the faculty practice. 4th Knowledges of teaching philosophy. It was identified by this analysis that some dualims go beyond the action of the teacher in the classroom. These dualisms are: Space/time in the teaching and learning philosophy relationship; teacher´s organization of the group and individual work contents; initial academic and teaching performance; traditional and alternative ways to work; philosophy history and themes; bureaucracy and faculty practice; philosophy as forming (a way to form) and ulititarims/imediatism. The understanding and the administration of the conflicts created by these dualisms made possible to identify the teacher´s knowledges which are inherited to the philosophy teacher´s practice. The possibility to approach these dualisms points to a teacher who is worried to become close to his/her students, which is the first step to teach philosophy. It means a philosophy that awakens the student to the dogmatisms of the common sense in order to be significant to himself/herself. This same teacher perceives that it is impossible to do philosophy without dialogue. However, his/her practice becomes compromised due to the experiences that marked his/her initial academic formation. The teacher looks to him/herself as someone who talks too much, and that centralizes the discussion. This centralizing attitute is related to the concept of philosophy that he/she uses to organize his/her pedagogical work. The teacher reports that his/her initial academic formation had a small contribution to organize his/her current teaching practice. The only important contribuition was the great theoretical referenciais of the philosophy history. When trying to approach the philosophy history with the theme of interest to the students, and when encouraging them the need to think about one´s own daily routine, the teachers believe to be philosophying, which the initial academic formation did not teach because it is far from the High School student reality. This study aimed to show that it is possible to teach philosophy and there is no difference between teaching philosophy and to practice philosophy once the dualisms inherented to the High School teacher are understood and managed.