Heranças político-filosóficas de ensinar e aprender filosofia: do campo do ensino de filosofia à trajetória formativa na UNESP
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2024-03-01
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta tese consiste em problematizar as heranças de formação que irradiam, de um lado, em nossas práticas de ensinar e aprender filosofia e, de outro, em nossas práticas de pesquisa na área do ensino de filosofia. Investigamos como a convivência no campo do Ensino de Filosofia e no curso de licenciatura de filosofia da Universidade Estadual Paulista (UNESP), pela nossa trajetória no Grupo de Estudo e Pesquisa sobre o Ensino de Filosofia (ENFILO), permite a emergência de uma forma específica de pesquisar sobre o ensino de filosofia, perspectivado principalmente como um problema filosófico, e, além disso, uma forma de ensinar e aprender filosofia em que a experimentação filosófica seja uma possibilidade para professores e estudantes em sala de aula. Defendemos que as heranças do campo e de nossa formação de professores são recepcionadas dentro do ENFILO e se reinventam como uma prática ético-formativa que emerge como resistência a um disciplinamento moral teórico-prático, e se faz imanente à vida, possibilitando que o filosofar esteja presente tanto na maneira de pesquisar, bem como no que diz respeito às relações educativas. Para tanto, no primeiro capítulo, partimos do debate contemporâneo em torno do campo do Ensino de Filosofia – em que um grupo de pesquisadores da área coloca em questão as relações epistemológicas, éticas, estéticas e políticas que constituem o campo –, e questionamos quais relações mantemos com o campo do Ensino de Filosofia e como elas ressoam nos professores e pesquisadores que nos tornamos. Essas heranças são perspectivadas pela leitura que fazemos da emergência do campo do Ensino de Filosofia e, concomitantemente, da virada discursivo-filosófica que deslocou as produções acadêmicas de um registro pedagógico para colocá-las como uma problemática também de ordem filosófica. No segundo capítulo, verificamos como essas heranças se capilarizam no ENFILO, grupo do qual fazemos parte desde o início de nossa trajetória formativa no curso de filosofia da UNESP. Reconstituímos o contexto de criação do grupo e sua relação com as pesquisas de filosofia da educação, além de retomar os projetos de pesquisa e docência, de maneira a dar forma às características e aos potenciais éticos de uma política filosófica de ensinar e aprender filosofia e de pesquisar no assunto. No terceiro capítulo, mostramos como essa política filosófica, ou filosofia do ensino de filosofia, do ENFILO, só se faz possível como resistência à formação histórico-filosófica no curso de licenciatura da UNESP, além de ser impulsionada e influenciada por um projeto artístico de formação de filósofos. Investigamos a proveniência das práticas de ensinar e aprender de nossa formação de professores, de maneira a destacar sua relação com os hábitos e os ritos institucionais hegemônicos da filosofia acadêmica, deslocando-as, assim, das hipóteses comuns que costumam associar nossas heranças formativas à rotina filosófica implementada na Universidade de São Paulo (USP). Analisamos como o funcionamento dessas heranças na UNESP permite a cisão da experiência de filosofar das práticas de ensinar e aprender filosofia. E, em contrapartida, mostramos como, mesmo dentro do curso, já existiam tentativas de resgatar a visceralidade do filosofar – cujas práticas nos servem de inspiração –, em oposição à redução das relações educativas no curso às práticas do comentário e leitura de textos filosóficos. O encontro dessas heranças político-filosóficas em nós faz-nos vislumbrar uma filosofia de professores, uma experiência de pensamento coletiva em que já não há mais a cisão entre filosofar, ensinar e aprender filosofia.
The objective of this thesis is to problematize the training legacies that radiate, on the one hand, in our practices of teaching and learning philosophy and, on the other hand, research in the area of philosophy teaching. We investigated how coexistence in the field of Philosophy Teaching and in the philosophy degree course at the Universidade Estadual Paulista (UNESP), through our trajectory in the Study and Research Group on Philosophy Teaching (ENFILO), allows, on the one hand, the emergence of a specific way of researching philosophy teaching, seen mainly as a philosophical problem, and, on the other, a way of teaching and learning philosophy in which philosophical experimentation is a possibility for teachers and students in the classroom. We argue that the legacies of the field and of our teacher training at UNESP are welcomed within ENFILO and are reinvented as an ethical-training practice that emerges as resistance to theoretical-practical moral disciplining, and becomes immanent to life, enabling the philosophizing is present both in the way of research, as well as with regard to educational relationships. To this end, in the first chapter, we start from the contemporary debate surrounding the field of Philosophy Teaching – in which a group of researchers in the area put into question the epistemological, ethical, aesthetic and political relationships that constitute the field –, and we question which relationships we maintain with the field of Teaching Philosophy and how they resonate with the teachers and researchers we become. These legacies are put into perspective by our reading of the emergence of the field of Philosophy Teaching and, concomitantly, the discursivephilosophical turn that displaced academic productions from a pedagogical register to place them as a problematic of a philosophical nature. In the second chapter, we see how these legacies are widespread in ENFILO, a group of which we have been part since the beginning of our formative trajectory in the philosophy course at UNESP. We reconstituted the context in which the group was created and its relationship with philosophy of education research, in addition to resuming research and teaching projects, in order to give shape to the characteristics and ethical potentials of a philosophical policy of teaching and learning philosophy and research the teaching of philosophy. In the third chapter, we show how this philosophical policy, or philosophy of teaching philosophy, of ENFILO, is only possible as resistance to historicalphilosophical training in the UNESP undergraduate course, in addition to being driven and influenced by an artistic training project of philosophers. We investigated the origin of the teaching and learning practices of our teacher training, in order to highlight their relationship with the hegemonic institutional habits and rites of academic philosophy, thus moving them away from the common hypotheses that usually associate our training heritage with routine philosophy implemented at the University of São Paulo (USP). We analyze how the functioning of these legacies at UNESP allows the separation of the experience of philosophizing from the practices of teaching and learning philosophy. And, on the other hand, we show how, even within the course, there were already attempts to rescue the viscerality of philosophizing – whose practices serve as inspiration –, as opposed to the reduction of educational relationships in the course to the practices of commenting and reading philosophical texts. The encounter of these political-philosophical legacies within us makes us envision a philosophy of teachers, a collective thought experience in which there is no longer a division between philosophizing, teaching and learning philosophy
The objective of this thesis is to problematize the training legacies that radiate, on the one hand, in our practices of teaching and learning philosophy and, on the other hand, research in the area of philosophy teaching. We investigated how coexistence in the field of Philosophy Teaching and in the philosophy degree course at the Universidade Estadual Paulista (UNESP), through our trajectory in the Study and Research Group on Philosophy Teaching (ENFILO), allows, on the one hand, the emergence of a specific way of researching philosophy teaching, seen mainly as a philosophical problem, and, on the other, a way of teaching and learning philosophy in which philosophical experimentation is a possibility for teachers and students in the classroom. We argue that the legacies of the field and of our teacher training at UNESP are welcomed within ENFILO and are reinvented as an ethical-training practice that emerges as resistance to theoretical-practical moral disciplining, and becomes immanent to life, enabling the philosophizing is present both in the way of research, as well as with regard to educational relationships. To this end, in the first chapter, we start from the contemporary debate surrounding the field of Philosophy Teaching – in which a group of researchers in the area put into question the epistemological, ethical, aesthetic and political relationships that constitute the field –, and we question which relationships we maintain with the field of Teaching Philosophy and how they resonate with the teachers and researchers we become. These legacies are put into perspective by our reading of the emergence of the field of Philosophy Teaching and, concomitantly, the discursivephilosophical turn that displaced academic productions from a pedagogical register to place them as a problematic of a philosophical nature. In the second chapter, we see how these legacies are widespread in ENFILO, a group of which we have been part since the beginning of our formative trajectory in the philosophy course at UNESP. We reconstituted the context in which the group was created and its relationship with philosophy of education research, in addition to resuming research and teaching projects, in order to give shape to the characteristics and ethical potentials of a philosophical policy of teaching and learning philosophy and research the teaching of philosophy. In the third chapter, we show how this philosophical policy, or philosophy of teaching philosophy, of ENFILO, is only possible as resistance to historicalphilosophical training in the UNESP undergraduate course, in addition to being driven and influenced by an artistic training project of philosophers. We investigated the origin of the teaching and learning practices of our teacher training, in order to highlight their relationship with the hegemonic institutional habits and rites of academic philosophy, thus moving them away from the common hypotheses that usually associate our training heritage with routine philosophy implemented at the University of São Paulo (USP). We analyze how the functioning of these legacies at UNESP allows the separation of the experience of philosophizing from the practices of teaching and learning philosophy. And, on the other hand, we show how, even within the course, there were already attempts to rescue the viscerality of philosophizing – whose practices serve as inspiration –, as opposed to the reduction of educational relationships in the course to the practices of commenting and reading philosophical texts. The encounter of these political-philosophical legacies within us makes us envision a philosophy of teachers, a collective thought experience in which there is no longer a division between philosophizing, teaching and learning philosophy
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Palavras-chave
Ensino de filosofia, Heranças político-filosóficas de ensinar e aprender, Formação de professores, Campo do ensino de filosofia, Filosofia de professores, Teaching philosophy, Political-philosophical legacies of teaching and learning, Teacher training, Field of philosophy teaching, Teacher philosophy
Como citar
RODRIGUES, Augusto. Heranças político-filosóficas de ensinar e aprender filosofia: do campo do ensino de filosofia à trajetória formativa na UNESP. 2024. 193 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.