Nietzsche e a arte de ensinar Filosofia como linguagem criadora para a vida

Abstract

This work aims to analyze the use of the word as a “tool” to teach Philosophy. The writing circulates between three paths inherent in life: thinking, feeling, and acting. The theme is the art of teaching philosophy. The objective is to reflect on the challenge of teaching philosophy through a language that stimulates thinking for itself, provokes “new” thoughts to “good” actions in the face of life circumstances. Its language represents the philosophical saying in favor of self transformation. This occurs when there is a tension of the saying between formality and creativity. This tension represents a “game” in the confrontation of the forces of language “trapped” by reason at any cost and the force of language "freed" by art. The methodology is theoretical, and it is based on the writings of Nietzsche. As well, the justification is supported by Nietzsche's perspective that life takes place in the universe of language. The problem consists in the following question: Does the word, at the time of teaching and learning philosophy, affect and provoke a transforming, self-creating and life-affirming thought or is it only used to communicate and instruct with the aim of transmitting formatted ideas? This problem implies a provocation to think about the following questions: first, about the learning of the native language in educational establishments, about the cultivation of a “dead language” coming from a philosophical tradition trapped in abstractions, rather than “living language” present in concrete life. Second, in relation to the word as a drive and affection in the face of life's circumstances. Finally, as for the life experiences and practice of teaching and learning philosophy. Thus, art and philosophy need to be united to express feelings and thoughts that are manifested in creative and intense ways in saying the word at the time of teaching and learning philosophy. It is shown the need to master the native language and “ruminate” the philosophical texts, prioritizing in these texts the interpretation and not the explanation in search of the absolute truth. It is supported the hypothesis that the philosophical saying affects when it teaches to think for itself, to feel in the face of the vicissitudes of life and to act with courage. Therefore, this thesis defends the insertion of language as art at the heart of philosophical education, fostering difference and creativity instead of standardization. With this, transmute the way of saying “technical,” standardized, to the way of saying “creative,” provocative, at the time of teaching and learning philosophy.