Objections and (counter)arguments to the institutionalization of Philosophy Teaching as a philosophical research subarea

Abstract

Since 2019, the discussion on Philosophy Teaching as a field of knowledge or research subarea has been on the agenda in Brazil. This is a debate that involves, so far, the mapping of bibliographical productions on the subject, the discussion about the epistemological status of the field and likewise, the discussion about the political-institutional aspects involved in the search process of philosophical citizenship for the subarea in question. This article proposes to problematize the field of Philosophy Teaching from a new perspective: what are the objections usually made to the institutionalization of this research subárea? In a synthetic way, the objections consist of: to disagree with the philosophical character of the field; to defend the exclusively professional nature of the subárea; to warn for a greater fragmentation of knowledge; to fear that the Teaching of Philosophy will be limited to the academic-scientific standard, leaving its formative dimension in the background. The basis for problematizations will be the reconstitution of arguments against the institutionalization of the field of Teaching Philosophy – in the attempt that the counter-arguments will offer greater complexity to the debate.