Priscilla Borelli Garcia

This project aims to investigate how the concepts of embodiment and perception in the works of Maurice Merleau-Ponty—particularly Phenomenology of Perception and Child Psychology and Pedagogy—can contribute to a philosophical analysis of education, and more specifically, of the teaching of Philosophy. Drawing on Merleau-Ponty’s ontology, we intend to critically examine the teaching of Philosophy, highlighting the limitations that arise when students are not regarded as complete ontological beings and when teaching is separated from research. Our hypothesis is that Merleau-Ponty’s ontological conception of phenomenal space, movement, perception, and the notion of the intentional arc offers a path for conceiving teaching as a phenomenon that interrelates body, space, time, perception, and knowledge—not as a form of psychologism or a mere teaching technique, but as embodiment as a condition of possibility. This research is justified by the lack of theories that reveal the existential character of teaching and, more broadly, of education.