The role of Philosophy in the formation of the Education scientist

Abstract

This article is methodologically constituted as a literature review and its general objective is to highlight the role of Philosophy in the formation of the pedagogue, the scientist of Education. Therefore, it starts from the following central question: what is the role of Philosophy in the formation of the Education scientist? Anchoring in a literature that conceives Education in its philosophical-scientific dimension, it makes important considerations about the concept of Education, Science, Philosophy, Pedagogy and Pedagogue. Among its findings, we highlight the fact that Philosophy has been inserted in the curricula of Pedagogy courses in Brazil in a panoramic and little-depth way, which inevitably affects the concept of Education that will prevail among pedagogues. As a main contribution, the discussion exposed highlights the importance of the inseparability between Philosophy and Science for the integral formation of the pedagogue, especially with regard to the radical understanding of their object of study and field of action, defending, therefore, that without Philosophy, very easily, the pedagogue will tend to become a professional who performs practices and reproduces theories, however, he thinks little about it.