A construção do discurso do ensino de filosofia no Brasil: uma analítica acerca da constituição epistemológica do campo

Abstract

The present thesis is part of Research Line 2 - Educational Public Policies, Educational Practices and their Interfaces, of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria. Its general objective is to analyze how the knowledge of Philosophy and Education shapes the discourse on teaching philosophy in Brazil, considering the creation and productions of the "GT Filosofar e Ensinar a Filosofar" (Working Group on Philosophizing and Teaching Philosophy) of the National Association of Graduate Studies in Philosophy (ANPOF), from 2006 to 2022. It is situated at the intersection of historical and epistemological research, aiming to describe the historicity of the mentioned Working Group, demonstrating the consolidation of a research community in the teaching of philosophy in our country. Also, it seeks to identify and analyze statements about philosophizing and teaching philosophy that emerge in the specified period and problematize the relationships between the discourses of two reference sciences that construct the epistemic field of the teaching of philosophy: philosophy and education. Through the Foucauldian perspective of discourse analysis and inspired by the archaeo-genealogical method, 176 research works were analyzed, including 135 master's dissertations and 41 doctoral theses on/about the teaching of philosophy, guided by the 56 professors who are part of the "GT Filosofar e Ensinar a Filosofar" of ANPOF. The discourse of "philosophy of the teaching of philosophy" and the statements circulating to configure the epistemological nature of the field were problematized, demonstrating the primacy of philosophy and the philosopher as aseptic statements that tend to relegate the sciences of education and pedagogy. A discourse analysis of the terms constituting the field of the teaching of philosophy was conducted to clarify that the relations between philosophy and pedagogy subscribe to it as a philosophical-educational field. Furthermore, the constitution of the knowledge of 'teaching philosophy' as a historically subjugated knowledge to professionalized philosophy was demonstrated. Finally, some statements present in the composition of a discourse on teaching philosophy in Brazil were demarcated, considering an analysis by Brazilian regions and states.