Notes on the problem of explanation and experience in the teaching of Philosophy
Autor(a) principal: | |
---|---|
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. |
id |
USP-11_2c552ca660ce6913113d891d794663e0 |
---|---|
oai_identifier_str |
oai:revistas.usp.br:article/28246 |
network_acronym_str |
USP-11 |
network_name_str |
Educação e Pesquisa |
repository_id_str |
|
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 |
_version_ |
1787713808592011264 |