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This article aims to reflect on the relationship between philosophical education and professional teaching learning. This way, the research was carried out with a qualitative approach, involving bibliographic studies, supported by Benvenutti (2016, 2017), Gallo (2007, 2012), Maturana and Verden-Zöller (2004) and Morin (2000, 2008, 2015), between others. The results indicated a formative stripping and to profane the borders of pathological formations of knowledge and blind intelligences, which are reproduced in the spaces of initial and continued training in teacher formation. In philosophical education for teacher training, conceptual movements of awareness, problematization, investigation and conceptualization were evidenced. It is concluded, therefore, that in philosophical education it is possible to constitute knowledge that is not closed, but allows rhizomatic flights, knowledge that (re)constitutes itself, (re)constructs epistemological, ethical, aesthetic and pedagogical experiences of teacher training. [ABSTRACT FROM AUTHOR]