Por que ser professor de filosofia? Alguns desafios

Concerning the rules of philosophy teaching in high school, as a product of several discussions over twenty years on Brazilian philosophy teaching, we go beyond challenges and perspectives on philosophy teaching on Brazilian Northeast region, detached by a situation of economic and cultural exploitation imposed by an elitist minority. On the opposite of heyday tendencies on philosophy teaching, built since the nineties which are based on liberal pragmatic perspectives, from one side, to post modern tendencies, on the other our proposal is the discussion on references of a critical pedagogy. Hence, besides the defense of a solid philosophy upgrading, it s also necessary a special attention focused on the individuals who are being graduated to teach philosophy at schools, including all indispensable knowledge of educational sciences, which must be translated into real problems aiming the understanding on how and what must be learnt and taught, what are the social connections involved in relations between teachers and students: all of this brought into a wider comprehension of our present time, beyond its limits and possibilities, searching ways which may turn possible our action as teachers and intellectuals. Furthermore, the linking action between teaching/intellectuality/philosophy comes from certain challenges of judgment on values, which testifies, in last instance, the question on why should one become a philosophy teacher? On the basis of Marcuse s, Beauvoir s and Said s statements, we tried to point out some values to any critic thinker of his time. The first of these values is enhanced in the question: is human life worth? - in other words - may or must this life be worth living? and the second consists on the fact that in all societies there are specific possibilities on improving human life and ways on making these possibilities become true , and Education has a fundamental role for achieving this goal. Com a regulamentação do retorno da filosofia ao ensino médio, fruto das discussões e lutas de mais de duas décadas dos educadores brasileiros, somos colocados diante dos desafios e perspectivas desse ensino nessa região do Nordeste (sul do Estado da Paraíba), marcada ainda por uma situação de dominação econômica e cultural imposta por nossa elite. Contrariando as tendências hegemônicas do ensino de Filosofia, constituídas a partir dos anos 90, que têm como fundamento as perspectivas pragmatistas liberais de um lado e as pós-modernas de outro, nos pr