The teacher as a decoding agent of philosophical language

A pedagogical-practical proposal

Abstract

One of the great challenges in teaching Philosophy lies in the hermetic language often used by teachers and books, which can create barriers between students and philosophical knowledge. This implies that, for effective pedagogical practice, the Philosophy teacher must adapt their language to the audience they are addressing, striving to make complex concepts more understandable. This article suggests that the teacher should act intentionally and strategically as a knowledge mediator and a decodifier of philosophical language, translating it in a didactic way and bringing it closer to students’ everyday lives. A literature review was conducted to achieve this goal, and a pedagogical intervention proposal with practical steps was developed for classroom application and teacher preparation. Such a proposal aims to make Philosophy accessible and practical, connecting theory to the students’ reality so that, in turn, they may become agents of social transformation.