Insurgent didactics of the teacher and student relationship in philosophy teaching

Abstract

The work aims to understand the insurgent Didactics that Philosophy professors develop at the university. The discussions start from the understanding of conceiving that professors in the field of Philosophy inhabit the teaching profession, revealing practices that emerge from the relationship with students and from the peculiar fabrics of the philosophical field. The study is anchored in the (auto)biographical approach, as it allows the approximation of the object of study to the (auto)biographical epistemology, because whoever narrates his own life, when narrating, establishes temporal and situational relationships with himself and with those with whom he narrates. relates pedagogically during their professional performance. The research device used was the narrative interviews, developed with four professors who work in the degree courses in Philosophy at two public universities in the state of Bahia; The results showed that insurgent Didactics are characterized by strategies that teachers use to develop Philosophy classes at the university, mobilized by the need for teacher and student interaction in the context of remote classes.