CAN A STORY TEACHER BE A TEACHER OF PHILOSOPHY?
This text is a study on the centrality of the text in philosophy classes for high school. It is written in an essay style, because, in large part, it presents itself as an account of everyday experience in the classroom and aims to theorize a practice that culminates in a didactic-pedagogical-philosophical methodology in class. At the same time, it is eager to answer some fundamental questions: What is the philosophy professor's view of philosophy that develops this narrative? How does this vision appear in a coherent way in the classes you teach? Can a storyteller really be a philosophy teacher? When asked about all of this, he also presents his philosophical place as the denaturalization of the gaze, the loss of the ground and the possibility of reconstructing sub-versions of the world. While going through the invention of a method that they have a lot of Paulo Freire, of listening and reading texts. Listening manifests in storytelling and reading classic texts from the philosophical tradition. It also presents a suggestion of didactic material that aims to encompass all of this and makes a critical analysis of that same material. It ends by presenting points of reflection awakened by the research itself in its incompleteness of being in the world.