The issue of formation in philosophy licensing graduation:

pedagogical teaching, or philosophical teaching?

Abstract

The article aims to critically meditate on the education of philosophy thought from the didactic-pedagogical perspective, breaking with the common sense of the philosophical teaching. Philosophy, in licensing graduation, would be worked in a soft way, and in bachelor degree, in a hard way. To think about the Teaching of Philosophy from philosophy itself means seeing the impossibility of this dichotomy in training, since philosophy is, at any level, the same. Teaching, in effect, in Heidegger's sequel, corresponds to true learning. This does not happen by memorizing the teachable. In the philosophical teaching, the teachable does not take precedence, but the indication (the nod!) allows the student to take what he already has in the, and from, the teachable. What the student already has, and needs to take from it, and what is teachable is the same thing that made the teachable of tradition possible. This is an affection, an experience (not information!) that the student must already be in, in order to make learning possible, that is, appropriation, taking what he already has in the teachable. Leading students not towards the teachable, but towards the pre-theoretical element that made teachable possible, is the task of authentic philosophical education.