Formação inicial de professores de filosofia: um estudo sobre sua situação e perspectivas

Abstract

This work presents a study about the initial educational approach adopted by the Philosophy teacher, by introducing an analysis of the educational model used before the Curriculum Regulations and the Philosophy Courses Regulations, with the purpose of comparing the educational model of the Philosophy teachers and the current perspectives of changes in this initial education. It is also discussed an old problem of Philosophy which is the assumption that there is a difference between the philosophic activity and the teaching of Philosophy, or in other words, that there is a distinction between the philosophy teacher and the philosopher. The study also analyses the initial education of the Philosophy teachers by making interviews with the supervising teachers, to investigate the comprehension that they have about the initial education of the future teachers and to find out what is the profile for the licentiateships in Philosophy, after the Resolutions 1/2002 and 2/2002 were adopted. With this data, it is our intention to evaluate the challenges and perspectives of the Philosophy teacher today. Although, generally speaking, this theme is still being discussed and this discussion is not completed, we understand that a problem for the teaching of Philosophy in the secondary schools is in the form that the initial education is conducted, which is more directed towards the research than to the teaching methodology. There are no consistent discussions about a methodological approach to Philosophy by the majority of the supervising teachers or by the secondary schools teachers. The greater importance given to the research together with a lower status of the teaching has produced the lack of fundamental teaching pre-requisites, and this is specially true for Philosophy. This situation tends to be modified, because the Curriculum Regulations and the Resolutions, which have determined an increase of the class hours, have forced the supervising teachers to reflect about learning and teaching. Although they still express some restrictions, they are discussing the widening of the teachers pedagogical education. The creation of new propositions for the licentiateships in Philosophy is a matter that cannot wait much longer, because it is a request from the supervisors, worried not only with the development of the critical sense of the student. This is something that all subjects must do. What we really want is to increase the capacity of problematizing the reality and lead the student to the activity.