ABSTRACT
In the present article it is share some results of the master’s research realized in the Education Post Graduation Program of Federal University of Santa Maria. The main question that oriented the research was formulated as: How the discourse of the public policies and the academic productions concerning the philosophy teaching has been conducting the ways of being a philosophy teacher? However, in this article we decided to tackle only one part of this research, the one that pertains to the documents of the educational public policies and expatiate about the research methodology, which was inspired by Michel Foucault’s philosophy. The concepts: discourse, governmentality and wording sustain the problematization made. It has been brought to light, from the wordings that constitute the discourse of the refer documents, the way how the philosophy teacher is conducted to made his pedagogical practice. Throughout the research we indicate that the educational public policies, inductors of the new curricular practices, exercise a government of the philosophy teacher conduct, as far as the philosophy and the philosophy teaching are situated in a euro center knowledge register. In the final consideration we indicate a government possibility, thenceforth the other’s philosophy and philosophy teaching conceptions.
Keywords:
Philosophy Teaching; Educational Public Policies; Discourse; Governmentality; Wordings