Research Lines

The first line "Theory and Practice of Teaching Philosophy" intends to emphasize the reflection on what it is to be and how to be, currently, a professor of philosophy. It is linked to three projects: "Teaching Philosophy in Brazil: Stories, Theories and Methods", "Art, Philosophy and Teaching" and "Production and Evaluation of Didactic Material in Teaching Philosophy".The second line of research "Political, Social and Cultural Issues in Teaching Philosophy" allows us to deal with the dialogue of philosophy with other areas of knowledge, as well as dealing with such areas. The reality of the teacher within the school is quite complex, so it is interesting to understand and be able to deal with multiple perspectives of approach to understand and how to act within the school environment.Linked to this line are the research projects: "Contemporary Brazilian Political Thought" and "Lecture of Classroom and Teacher-Researcher Formation". Finally, the third line of research "History of Philosophy for Teaching Philosophy" seeks to allow reflections on different themes, understanding that the theoretical depth allows a better teaching performance. This line of research is linked to two research projects: "Thinking and Making Politics Today" and "Metaphysics: Problems and Limits".

Each student must take at least one course from each line of research, to a total of eight subjects throughout the course. This obligation has the expectation that the student will go through the three axes that guide the course: the teaching practice, the dialogue with the context of our practices and the history of philosophy.

LINE DISCIPLINES 1 - THEORY AND PRACTICE OF THE TEACHING OF PHILOSOPHY

Description: If Philosophy is a reflexive activity, then teaching Philosophy should also be a reflective activity. This means that the teacher of Philosophy must research both classic problems for Philosophy (and aspects of the History of Philosophy), and problems concerning his teaching. In this manner, it is clear that the professor of philosophy must dedicate himself so much to the questions of teaching, since this concerns his professional activity, as well as his or her own questions related to the history of Philosophy, since this concerns him as a Philosopher.In the deepening of the formation of Philosophy teachers, it is necessary to encourage the solid formation in these two axes: History of Philosophy and Teaching of Philosophy.This line of research intends to propose educational projects and discuss topics concerning the history of philosophy teaching in Brazil and in other countries; regarding the presence of Philosophy in the various national school systems; concerning the theoretical, philosophical and pedagogical approaches, on the teaching of philosophy and on philosophy as a school discipline; concerning the curriculum in philosophy, conceptions about teaching (by problems, concepts, themes and history of the discipline), their objectives, their realization and didactic-pedagogical strategies and evaluation.

Related research projects: Art, Philosophy and Teaching (participating teachers: Luís César Fernandes de Oliveira e Eduardo Giglio Gatto); Teaching Philosophy in Brazil – History, Theories and Methods (participating teachers: Edgar de Brito Lyra Netto, Felipe Gonçalves Pinto, Filipe Ceppas Carvalho e Faria, Marcelo Senna Guimarães, Renato Nogueira dos Santos Junior); Production and Evaluation of Didactic Material in Teaching Philosophy (participating teachers: Taís Silva Pereira, Rafael Mello Barbosa, João André Fernandes da Silva e Roberto César Zarco Câmara).

- Anthropology and Teaching of Philosophy;
- Argumentation and Rhetoric;
- Philosophy of Art;
- Philosophy of Art and Teaching;
- Human Formation and Self-Formation;
- The Teaching of Philosophy in the History of Philosophy;
- Production of teaching materials;
- Elaboration of educational resources.

LINE DISCIPLINES 2 - POLITICAL, SOCIAL AND CULTURAL ISSUES INVOLVED IN TEACHING PHILOSOPHY

Description: The professor of Philosophy is a professional who is inserted into a political and social context from which he cannot simply divert his attention, otherwise he will find himself in serious difficulties upon dealing with the reformulation of his knowledge with his audience (especially in the case of secondary education), with the curriculum expected to minister and within the institution in which he teaches. It is not uncommon for such professionals to become isolated and isolated from school life too, although they have much to contribute to the ethical and political relations of the same environment, as well as direct dialogue with other sciences. This line of research intends to propose educational projects and to discuss any questions concerning the insertion of the Philosophy professional in the school institution as a teacher, researcher and a political agent.

Related research projects: Classroom Speechand Teacher-Researcher Training (participating teachers: Talita de Oliveira, Maria Cristina Giorgi, Fabio Sampaio de Almeida e Maicon Jeferson da Costa Azevedo); ContemporaryBrazilian Political Thinking (participating teachers: Nara Maria Carlos de Saldanha e Antonio Maurício Castanheira das Neves).

- Speech and Knowledge Production: Academic Reading and Writing Practice;
- Speech II Studies: Analysis in Various Contexts;
- Introduction to Speech Studies: Paths and Intersections;
- Oral narratives and interviews in Qualitative Research;
- Contemporary Brazilian Political Thought;
- Brazilian Social Thought;
- Social Production of Knowledge. 

LINE DISCIPLINES 3 - HISTORY OF PHILOSOPHY FOR THE TEACHING OF PHILOSOPHY

Description: If Philosophy is the practice of theoretical activity, then its teaching involves, on the one hand (of the students), to learn this practice and, on the other hand (of the teachers), not to stop practicing it. Otherwise, although it is possible to do Philosophy without teaching Philosophy, it is not possible to teach Philosophy without doing Philosophy. Paulo Freire points out that "there is no teaching without research" (Pedagogy of Autonomy, 1996, p.15); the teacher must be the same as a researcher.The meeting of these two items, teaching and research, which may sound like an index of quality in some disciplines, is absolutely necessary in Philosophy, in such a way that the first would not exist without the exercise of the second. In addition to didactic and pedagogical expedients so that the teacher can manage to bring subjects close to students so abstract as those worked by Philosophy, so that he can think autonomously in suitable pedagogical methods and instruments to teach the subject to any group, it is necessary that the teacher knows the subjects to teach in depth or that he or she is capable of deepening them sufficiently.The philosophy teacher will have an empty speech if he has not himself reflected and experimented with the questions about which he will deal, and no pedagogical resource can remedy this distance. This research line intends, in consideration of the needs of different levels of education, to produce educational projects and to investigate fundamental questions concerning the History of Philosophy according to different themes: ontology, epistemology, logic, ethics, aesthetics ...

Related research projects: The challenges of thinking and doing politics today (participating teachers: Filipe Ceppas Carvalho e Faria, Renato Nogueira dos Santos Junior e Taís Silva Pereira); Metaphysics: problems and limits (participating teachers: Edgar de Brito Lyra Netto, Felipe Gonçalves Pinto, Eduardo Giglio Gatto, João André Fernandes da Silva, Rafael Mello Barbosa, Roberto Cesar Zarco Câmara e Thomaz Estrella Bettencourt).

- Aesthetics;
- Ethic;
- African Philosophy;
- Philosophy of Mind;
- Political Philosophy;
- Ontology;
- Theory of Knowledge;
- Special Topics of Ancient Philosophy.