Sobre o exercício do ofício de professor de filosofia: algumas problematizações conceituais e atitudinais

This article aims to reflect on the professor’s craft of philosophy in culture. Therefore, nietzsche’s thought was identified with an initial perspective of an anti-education, as he understood that the philosopher’s office was to oppose the traditional educational model. Having as a methodological procedure the bibliographic research, we used the selection of texts and works that addressed the theme of education in the three phases of Nietzsche’s thought. In the first phase, the texts were considered: “On the future of our educational establishments” (1872) and the “Third Extemporaneous Consideration: Schopenhauer as educator” (1874). In order to problematize the teaching of philosophy as an exercise of a trade, we seek to point out five considerations related to its teaching in educational processes. For this, we have come a theoretical path to consider the importance of teacher amateurism (MASSCHELEIN, SIMONS, 2017); the importance of philosophar and the recognition that philosophy is multifaceted (SAVATER, 2001; CERLETTI, 2009); we also problematize a methodological path (GALLO, 2007) that helps to think of teaching as the exercise of a craft. It is concluded that the teaching of philosophy is a reflective officium, of proposition of other (new) thoughts in our educational processes that not only form, but also (trans)form consciences and their ways of living and acting.