Philosophy, meetings, experiences: potency of the research between elementar school and university

Abstract

The objective of this article is to investigate transformative movements of research produced in the encounter between university and basic school, lived with students and teachers in the daily life of two public high schools in Aracruz, a city in the interior of Espírito Santo. The research sought to problematize the teaching of philosophy in basic education, in high schools in that municipality. As a theoretical framework, we highlight educational training research, in the conception of Masschelein and Simons (2014), which we take as a force for invention and creative affirmation of our own existence. From a theoretical-methodological point of view, we are inspired by Deleuzo-Guattarian-inspired cartography as process monitoring, from the perspective of Barros-Kastrup (2012), as well as Zeichner's (1998) idea of ​​the need to eliminate the separation between the world of basic education teachers and the world of academic teachers. As a result, we indicate that the journey has transformed us, we are no longer the people of the beginning, because we left that experience transformed. We conclude that we, teachers, are called to reinvent our practice, take risks, open space for thinking, for new actions, new practices. Have we thought and invented our practices? Do we mind our thinking? What do we teach when the purpose is to teach how to think? How do we feel ourselves teachers?

Keywords: Philosophy. Search. University. School. Transformation.