A FILOSOFIA COMO FORMA DE VIDA NO ENSINO MÉDIO: POR UMA RESSIGNIFICAÇÃO DO ENSINO DE FILOSOFIA

Abstract

This article presents advances in a research project on the teaching of philosophy in Colombian secondary education, developed from the perspective of the philosopher-teacher. The research arises from the need to philosophically rethink the teaching of philosophy within a context marked by the instrumentalization of education, the reduction of philosophy in school systems, and the predominance of approaches centered on competencies and learning. As a conceptual framework, the article articulates three perspectives: the teaching of philosophy as a philosophical problem, proposed by Alejandro Cerletti; the understanding of philosophy as a way of life, developed by Pierre Hadot; and formation as a transferential effect, formulated by Guillermo Bustamante. From these perspectives, it is argued that the teaching of philosophy cannot be reduced to the transmission of contents, but rather implies a living relationship between the teacher and philosophy, capable of generating formative conditions within the classroom. The article proposes understanding the philosopher-teacher as one whose teaching practice also constitutes a philosophical way of life, making teaching itself a possibility for transforming the relationship with knowledge, experience, and formation.