A imanência como lugar do ensino de filosofia
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Data
2008-04-01
Autores
Gelamo, Rodrigo Pelloso [UNESP]
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ISSN da Revista
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Editor
Universidade de São Paulo (USP), Faculdade de Educação
Resumo
A intenção do presente artigo é pensar a problemática do ensino de filosofia a partir da obra de Deleuze e Guattari. Esses autores criaram uma série de conceitos, em seu fazer filosófico, para entender o que seria fazer filosofia, ou seja, para entender a atividade filosófica que se distanciasse de uma reflexão sobre alguma coisa e se fundasse em um ato de criação filosófica. Segundo os autores, existem quatro conceitos que corroboram para entender esse fazer filosófico, quais sejam: conceito, plano de imanência, personagem conceitual e problema. Tem-se como hipótese que tais conceitos podem contribuir para se pensar o ensino de filosofia na contemporaneidade de modo diferenciado do qual vem sendo tratado. Foi dada especial atenção a um desses conceitos: plano de imanência, engendrado na última obra conjunta desses autores, O que é a filosofia? (1997). Buscou-se, na obra desses autores, a caracterização de imanência e, consecutivamente, de plano de imanência para entender como se pode pensar o ensino de filosofia de forma diferenciada e de modo tal a distanciá-lo de uma adequação conceitual a um transcendente ou a um transcendental, a qual, no entender dos autores trabalhados, levaria o conceito de ensino a um dogmatismo conceitual. A proposta deste artigo é buscar uma saída para o problema, pensando o ensino de filosofia a partir da imanência mesma na qual este se produz.
The aim of this article is to think the problem of the teaching of philosophy from the perspective of the work of Deleuze and Guattari. These authors have created a series of concepts along their philosophical work to understand what it means to do philosophy, that is, to understand a philosophical activity that moves away from the reflection upon something, to be founded on an act of philosophical creation. According to them, there are four concepts that contribute to understand such philosophical work, namely Concept, Plane of Immanence, Conceptual Persona, and Problem. We assume that these concepts can be useful to think the contemporary teaching of philosophy in a way different from what has been the case. Special attention was given to one of these concepts, Plane of Immanence, developed in the last joint work of these authors, What is philosophy? (1997). We have sought in the work of these authors to understand how one can think the teaching of philosophy in such a way as to distance it from a conceptual fitting to a transcendent or transcendental, which according to the authors employed here would push the concept of teaching into a conceptual dogmatism. The proposal of this article is to seek a way out of this problem, thinking the teaching of philosophy based on the very immanence in which this teaching is produced.
The aim of this article is to think the problem of the teaching of philosophy from the perspective of the work of Deleuze and Guattari. These authors have created a series of concepts along their philosophical work to understand what it means to do philosophy, that is, to understand a philosophical activity that moves away from the reflection upon something, to be founded on an act of philosophical creation. According to them, there are four concepts that contribute to understand such philosophical work, namely Concept, Plane of Immanence, Conceptual Persona, and Problem. We assume that these concepts can be useful to think the contemporary teaching of philosophy in a way different from what has been the case. Special attention was given to one of these concepts, Plane of Immanence, developed in the last joint work of these authors, What is philosophy? (1997). We have sought in the work of these authors to understand how one can think the teaching of philosophy in such a way as to distance it from a conceptual fitting to a transcendent or transcendental, which according to the authors employed here would push the concept of teaching into a conceptual dogmatism. The proposal of this article is to seek a way out of this problem, thinking the teaching of philosophy based on the very immanence in which this teaching is produced.
Descrição
Palavras-chave
Ensino de Filosofia, Filosofia e educação, Filosofia francesa contemporânea, Imanência, Teaching of philosophy, Philosophy and education, French contemporary philosophy, Immanence
Como citar
Educação e Pesquisa. Faculdade de Educação da Universidade de São Paulo, v. 34, n. 1, p. 127-137, 2008.