The present research aims to investigate the concrete situation of the teaching of Philosophy
implanted and developed over eleven years in the Full Time School Padre Josimo Moraes
Tavares, the first municipal public school in the city of Palmas-Tocantins to adopt the
discipline of philosophy among the components of the diversified part of its curriculum
structure. For this, we adopt the problematization proposed by Michel Foucault as a
theoretical-methodological presupposition, seeking to find conceptual tools to answer the
questions and concerns that arose from the teaching experience at school. We traced an
investigative trajectory between philosophy and its teaching, in an attempt to understand the
role that the discipline of philosophy has in elementary education in a specific school
environment. We work on several Foucaultian notions, such as relations of power, resistance,
conduct, counterconduct, modes of objectification, modes of subjectivation, modes of
subjection and governance of childhood. The possibility of critical reflection offered by the
teaching of philosophy in the school evidences the own school institution as a territory of
struggle and disputes in a political understanding of the role of philosophy teaching beyond
the cognitive efficiency and the transmission of knowledge. It is about thinking and rethinking
philosophy teaching with children and adolescents and their own field of activity, the school
institution. The notion of Foucauldian government, understood as conducting the conduct of
the other and of itself, leads us to a key interpretative teaching of philosophy that breaks with
the idea that there is no escape from the process of assujeitamento promoted by the school.
We seek to show open possibilities for another behavior, from the conscious relationship
between teachers and students who critically reflect their own concrete conditions of
existence. In this way, we try to think of a philosophy teaching as a counterconduct, in order
to establish an experience of philosophy that promotes, through criticism, creativity in
thinking, dialogue, listening, and self-transformation of those involved. The product presented
was the elaboration and analysis of a didactic sequence of contents focused on a Teaching of
Philosophy as counterconduct.
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