Challenges and Potentialities of Philosophy Teaching in the Context of Federal Institutes of Education, Science, and Technology

Abstract

This article seeks to understand, contextualize, and address some of the challenges and potentialities of teaching philosophy within the framework of the new vocational and technological education model implemented by Federal Institutes of Education, Science, and Technology. This issue is deemed fundamentally important due to the pivotal role philosophy education plays in this new educational paradigm, as well as the challenges faced by teachers. Given the relative youth of these institutions, a consolidated body of literature on this topic is still lacking, particularly regarding the teaching of philosophy in this specific context. Consequently, this work aims to shed light on a problem that requires further exploration. The article is based on both a bibliographic review of philosophy education and an analysis of the administrative and pedagogical structure of these institutions, as understanding this structure is a prerequisite for addressing the challenges and potentialities of this subject in the context of these educational settings. The discussion encompasses both the challenges arising from the administrative and structural organization of these institutions and, more importantly, a reflection on the pedagogical practices of philosophy teachers. These elements are regarded as essential for fruitful teaching practices in this discipline.

KEYWORDS: Philosophy Education, Pedagogical Practice, Federal Institutes, Vocational Education