Cerletti reader Montaigne: the teaching philosophy as a stimulus to the question

Authors

  • Cleber Duarte Coelho Universidade Federal de Santa Catarina - UFSC

DOI:

https://doi.org/10.5007/2175-795X.2017v35n4p1076

Abstract

This article aims to present some reflections derived from my teaching practice in the years when I taught philosophy in high school as well as teaching experience in the discipline of Philosophy of Teaching Seminar on Bachelor's Degree in Philosophy from Federal University of Santa Catarina. In addition, we set out some digressions about what we understand to be a false dichotomy: training for research versus training for teaching. Here Montaigne and Cerletti as supporters of a question of pedagogy, seeking to go beyond a focused educational experience for mere technical reproduction of content. Thus, we believe it is necessary to overcome the uncritical requirement of the philosophical content by the students and it is essential to encourage them to formulate questions and construct a reflective stance.

Author Biography

Cleber Duarte Coelho, Universidade Federal de Santa Catarina - UFSC

Doutor em Filosofia pela Universidade Federal de Santa Catarina (UFSC). Professor do Departamento de Metodologia
do Ensino, do Centro de Ciências de Educação, da Universidade Federal de Santa Catarina (UFSC).

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Published

2017-12-21

How to Cite

Coelho, C. D. (2017). Cerletti reader Montaigne: the teaching philosophy as a stimulus to the question. Perspectiva, 35(4), 1076–1088. https://doi.org/10.5007/2175-795X.2017v35n4p1076

Issue

Vol. 35 No. 4 (2017): Filosofia, Arte e Educação: Experiências em Pensamento

Section

Filosofia, Arte e Educação: Experiências em Pensamento

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