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Subjectivity production and philosophy teaching

Grant number: 05/02816-1
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): March 01, 2006
Effective date (End): February 28, 2009
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Pedro Angelo Pagni
Grantee:Rodrigo Pelloso Gelamo
Home Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil


Our intention is to study the production of subjectivity in the philosophy teaching, which we understand that is given as a process, criticizing, thus, the traditional subject. In our research we will use the philosophical method thought by Deleuze and Guattari in “What it is the philosophy?” (1997). To these authors, the philosophical work is divided into 3 stages: (1) the Plan of immanence is the place that the philosopher constructs to (2) produce his Concepts; then he uses the (3) Conceptual Personages who will make the philosophical concepts work. From this study, we intend to remove the pseudo-personality from the representation concerning what the philosophy teaching made by a subject is to, thus, create a field of conceptual production in which both the subject and the object, in which both teaching and learning, are produced simultaneously in a Plan of Immanence. This is the point where our main problem appears. What does the philosopher do while his job is to be philosophy teacher? Does he make philosophy, creation of concepts, while he teaches? Or does he make science, in the sense of presenting scientific propositions (prospects) concerning the philosophy? Or does he produce affects and proper percepts of the artistic activity mobilizing the students to a philosophical willing of knowing? Or still, a connection of two or all these plans? We believe, even hypothetically, that the philosophy teacher acts in these three levels: firstly aesthetic, creating aesthetic figures as powers of affects and percepts; as a scientist, presenting propositions of the proper philosophy as a historical revival of the philosophical knowing; and as a philosopher, creating conditions to create concepts. Therefore the philosophy teaching could contribute to the subjectivation process, as a way of singularization of knowing of/in the students.

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Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
GELAMO, Rodrigo Pelloso. O ensino da filosofia no limiar da contemporâneidade: o que faz o filósofo quando seu ofício é ser professor de filosofia. 2009. Doctoral Thesis - Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília Marília.

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