Philosophy of difference: from the will to know to the desire of teaching in a training course for teachers at UERGS

Abstract

This work aims to consider teacher training from the "philosophy of difference" perspective, consisting on how the UERGS pedagogy students formation is based and to highlight situations experienced during their trajectory as licensees. The research was qualitative in design - it was based on non-measurable experimental exploratory information. The main objectives were to analyze the corresponding dogmatic image of thought - in its implicit and explicit common sense assumptions. The research's empirical analysis was based on "Escrileituras", workshops at UERGS North Coast Campus during the Pedagogy Course. The analysis sought to extract recurrent "particles of life" in textual productions, which resulted in the development of four biographemmatic axis: the different childish faces; the individuations of being a teacher; "Ensinartistagens" on teaching the difference; and the slave thought of judgment, the dogmatic image of thought.