PERCEPTIONS ABOUT THE ROLE OF THE PHILOSOPHY TEACHER IN THE PROCESS OF THE PHILOSOPHICAL EXPERIENCE.

This paper discusses the perceptions about the role of the Philosophy teacher. It is based on the hypothesis of the relevance of teaching Philosophy as an experience that allows students to relate the concepts of Philosophy to their daily lives. The research was of a qualitative nature and the data were collected in a questionnaire carried out with 208 Philosophy teachers from the State of Paraná, Brazil. For data organization and analysis, the Atlas Ti software and Bardin's content analysis (2016) were used. It relied on the theoretical framework of Deleuze and Guattari (2010) and Mendes (2017) and Obiols (2002). Four categories were identified: creating concepts; stimulating critical thinking; problematizing existence; and providing a philosophical experience. Regarding the role of the Philosophy teacher, the results indicate a teaching that goes beyond the encyclopedic transmission and moves towards a philosophical experience, of philosophizing through everyday life. [ABSTRACT FROM AUTHOR]