Notes on the problem of explanation and experience in the teaching of Philosophy

Detalhes bibliográficos
Autor(a) principal: Gelamo, Rodrigo Pelloso
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28246
Resumo: Despite the efforts of the proponents of the teaching of Philosophy to have the subject back into the Secondary School curriculum, we watch nowadays its neglect in higher education. We observe that today, in this normalized society and in the educational sphere, the integral development of thinking is no longer valued, in favor of the transmission of a series of contents which supposedly allow the student to fit into the picture of technological progress and gain access to the labor market. Centering on this context, the present text intends to investigate the space in which the teaching of Philosophy evolves today. By sketching the contours of a problem that emerges in the university institutional spaces where the teaching of Philosophy still subsists, we have attempted to bring forward the bases on which Philosophy is taught. We have also sought to understand what are the consequences for the learning of philosophizing of the different ways to understand the teaching of Philosophy. A conclusion warranted by this study is that the teaching of Philosophy not only fails to give priority to the experience of thinking, but often denies the students the opportunity of doing and having this experience with the philosophical text, thereby contributing to impoverish this same experience of and with the philosophizing.
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spelling Notes on the problem of explanation and experience in the teaching of Philosophy Notas sobre o problema da explicação e da experiência no ensino da Filosofia Ensino da FilosofiaFilosofia contemporâneaExperiênciaPhilosophy teachingContemporary philosophyExperience Despite the efforts of the proponents of the teaching of Philosophy to have the subject back into the Secondary School curriculum, we watch nowadays its neglect in higher education. We observe that today, in this normalized society and in the educational sphere, the integral development of thinking is no longer valued, in favor of the transmission of a series of contents which supposedly allow the student to fit into the picture of technological progress and gain access to the labor market. Centering on this context, the present text intends to investigate the space in which the teaching of Philosophy evolves today. By sketching the contours of a problem that emerges in the university institutional spaces where the teaching of Philosophy still subsists, we have attempted to bring forward the bases on which Philosophy is taught. We have also sought to understand what are the consequences for the learning of philosophizing of the different ways to understand the teaching of Philosophy. A conclusion warranted by this study is that the teaching of Philosophy not only fails to give priority to the experience of thinking, but often denies the students the opportunity of doing and having this experience with the philosophical text, thereby contributing to impoverish this same experience of and with the philosophizing. Apesar do esforço dos defensores do ensino da Filosofia para que essa disciplina volte a fazer parte do Ensino Médio, observamos, atualmente, seu abandono nos cursos universitários. Notamos que hoje, na sociedade normalizada e no espaço educacional, não é mais valorizado o desenvolvimento integral do pensamento, mas a transmissão de uma série de conteúdos que, supostamente, dão condições para a integração do estudante no quadro do progresso tecnológico e proporcionam sua entrada no mercado de trabalho. Circunscrevendo-se nesse contexto, neste texto pretende-se investigar o espaço em que o ensino da Filosofia se desenvolve na atualidade. Delineando os contornos de um problema que emerge nos espaços institucionais universitários onde o ensino da Filosofia ainda persiste, procurou-se evidenciar em que bases a Filosofia é ensinada. Procurou-se, ainda, compreender quais consequências os modos de compreender o ensino da Filosofia trazem para o aprendizado do filosofar. Uma consideração a que se pode chegar, a partir deste estudo, é a de que o ensino da Filosofia além de não privilegiar, e muitas vezes negar, a experiência de pensamento que o aluno pode fazer e ter com o texto filosófico, contribui para o empobrecimento dessa mesma experiência do e com o filosofar. Universidade de São Paulo. Faculdade de Educação2010-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2824610.1590/S1517-97022010000200007Educação e Pesquisa; v. 36 n. 2 (2010); 527-538Educação e Pesquisa; Vol. 36 No. 2 (2010); 527-538Educação e Pesquisa; Vol. 36 Núm. 2 (2010); 527-5381678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28246/30081Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessGelamo, Rodrigo Pelloso2014-10-24T15:47:47Zoai:revistas.usp.br:article/28246Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:47:47Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Notes on the problem of explanation and experience in the teaching of Philosophy
Notas sobre o problema da explicação e da experiência no ensino da Filosofia
title Notes on the problem of explanation and experience in the teaching of Philosophy
spellingShingle Notes on the problem of explanation and experience in the teaching of Philosophy
Gelamo, Rodrigo Pelloso
Ensino da Filosofia
Filosofia contemporânea
Experiência
Philosophy teaching
Contemporary philosophy
Experience
title_short Notes on the problem of explanation and experience in the teaching of Philosophy
title_full Notes on the problem of explanation and experience in the teaching of Philosophy
title_fullStr Notes on the problem of explanation and experience in the teaching of Philosophy
title_full_unstemmed Notes on the problem of explanation and experience in the teaching of Philosophy
title_sort Notes on the problem of explanation and experience in the teaching of Philosophy
author Gelamo, Rodrigo Pelloso
author_facet Gelamo, Rodrigo Pelloso
author_role author
dc.contributor.author.fl_str_mv Gelamo, Rodrigo Pelloso
dc.subject.por.fl_str_mv Ensino da Filosofia
Filosofia contemporânea
Experiência
Philosophy teaching
Contemporary philosophy
Experience
topic Ensino da Filosofia
Filosofia contemporânea
Experiência
Philosophy teaching
Contemporary philosophy
Experience
description Despite the efforts of the proponents of the teaching of Philosophy to have the subject back into the Secondary School curriculum, we watch nowadays its neglect in higher education. We observe that today, in this normalized society and in the educational sphere, the integral development of thinking is no longer valued, in favor of the transmission of a series of contents which supposedly allow the student to fit into the picture of technological progress and gain access to the labor market. Centering on this context, the present text intends to investigate the space in which the teaching of Philosophy evolves today. By sketching the contours of a problem that emerges in the university institutional spaces where the teaching of Philosophy still subsists, we have attempted to bring forward the bases on which Philosophy is taught. We have also sought to understand what are the consequences for the learning of philosophizing of the different ways to understand the teaching of Philosophy. A conclusion warranted by this study is that the teaching of Philosophy not only fails to give priority to the experience of thinking, but often denies the students the opportunity of doing and having this experience with the philosophical text, thereby contributing to impoverish this same experience of and with the philosophizing.
publishDate 2010
dc.date.none.fl_str_mv 2010-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/28246
10.1590/S1517-97022010000200007
url https://www.revistas.usp.br/ep/article/view/28246
identifier_str_mv 10.1590/S1517-97022010000200007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28246/30081
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 36 n. 2 (2010); 527-538
Educação e Pesquisa; Vol. 36 No. 2 (2010); 527-538
Educação e Pesquisa; Vol. 36 Núm. 2 (2010); 527-538
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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