Abstract

Considering dialogue as a fundamental philosophical experience, this paper aims to understand the possibility of a radical and emphatic dialogic practice in the formation of the educator-philosopher. “Educator-philosopher” is the term used to detach the importance of a dialogic specialization in philosophy so that the teacher’s teaching practice becomes a philosophical activity, and he finds himself as a philosopher in the ways of philosophy. The transdisciplinary perspective announced is configured as an epistemologic field of a dialogue methodology practiced at all ages of basic education. It has to do with an understanding of philosophy as an apprenticeship of appropriative thinking, which requires of the educator-philosopher a radical transformation, because only the one who learned to be a philosopher – the one who learned to investigate the "what" of things, investigating thoughts themselves – can favor the event of a dialogic practice whose focus is the apprenticeship of the articulator thought: to learn to learn with the seriousness of a child