The teaching of Philosophy in Brazil: Its discursive constitution in university range from 1930 to 1968.

Abstract

This research focuses the teaching of Philosophy in Brazil. We aim to investigate the following problem: How did the set of archives constitute the discourse about the teaching of Philosophy at university level in Brazil? During earlier researches we realized three trends of discursive continuity, related to: (1) the pure educational understanding when discussed our main issue; (2) the seek for the comprehension of the teaching of Philosophy as a philosophical area of investigation; (2) the inseparable relation between "teaching" and "Philosophy". In certain moment, we moved from that conception about "teaching" to justify the Philosophy, and in others we sought for assumptions related both to Philosophy and teaching. In general, we intend to verify how occurred the constitution of the discursive formation about the teacher and researcher in Philosophy in Brazil. We also propose to provide a mapping and a systematization of database about such level of teaching in country. The materials we have analyzed are specialized journals on Philosophy, with publishing from 1930 - decade in which starts the creation of the main universities of Philosophy in Brazil - to 1968 - year that happened the Brazilian university reform. We have, as methodological procedure, Michel Foucault's arquaeological thought. This thought provides us elements to understand the discursive set about how the teaching in Philosophy arose in Brazil.