THE TEACHER OF PHILOSOPHY IN SCHOOL: PROFESSIONAL OF THE HISTORY OF PHILOSOPHY OR AGENTS OF TRANSFORMATION FOR PHILOSOPHY?

The present work is justified in its research, without the intention of exhausting the complex debate on the subject, to understand the active role of the teacher in the teaching of philosophy in schools by problematizing reflections such as what, in what way; what pretensions and contributions are expected when teaching philosophy in basic education, as well as the importance of its teaching. Through bibliographic research, which indicates the methodology of this work, the reading of scholars such as Gallo (2006), Chaui (2016) and Japiassu (1997) among other authors and commentators on the subject will be theoretically supported. Thus, this work aims, even if partial in its entanglement, to make a diagnosis of the discussions of what is expected in the present day of teachers, who without neglecting the history of philosophy, educate in a transversal and open way to the new as an element of construction. of agents, thinkers, creatives and innovators.