Learn or teach philosophy? A review of teaching/learning in philosophy from the book Uma aprendizagem ou o livro dos prazeres by Clarice Lispector

• Grant number: 13/01713-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2013
• End date: January 31, 2014
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Rodrigo Pelloso Gelamo
• Grantee: Silmara Cristiane Pinto
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

The relationship of teaching and learning in philosophy which also is established within other areas of knowledge, accomplishes generally, the representational logic of pedagogy, in which the formative dimension of the subject depends on transmissibility and understanding of content only. The contact with philosophy at school is limited to transmission and understanding of knowledge by the explaining method. Note that the concreteness of representational assumptions in schooling keeps educational function below the formative dimension that can overcome the mere acquisition and reproduction of content. Thus the role of experience in learning relationships presents itself as a basic element in the process of human development, which, for the moment manifests itself as a problem in terms of education. In this train of thought, we find support in the novel - "Uma aprendizagem ou o livro dos prazeres" by Clarice Lispector, Which will assist us in the debate and outcome of our question: the understanding we have of things emerges necessarily from the explanation of someone? How is it possible to learn without somebody teaching us? Confronting, therefore, the methodological process of representational teaching in time for subjective experience, which we consider as an elementary condition to education and philosophical learning, we believe that it is necessary to give some new meaning to traditional/official conceptions about learning and teaching as well as rebuilding later educational practices. (AU)