A B S T R A C T

   The present investigation seeks to contextualize the figure of the professor of philosophy in a third millennium society, characterized by deep social, cultural, and technological changes which will eventually determine his activity, both reflectively and pedagogically.

   And to this end, it preliminarily carries out a bibliographical analysis of the current theoretical, scientific, technical, and cultural trends which are leading the way in contemporary philosophical reflection. This review allows us to limit the scope of the target study of this thesis and focus its attention on the formation of the professor of philosophy as a critical element of a likely change in the current processes related to the philosophical education under way mostly within Chilean society (1996-1998).

   Notwithstanding, the researcher, as an explorer individual straddling between two cultures, should not forget the Brazilian philosophical presence in his study. Hence, the main reason for his selecting of an "omnicomprehensive" perspective which guides his analysis as well as his formulation of a proposition for the formation of these professors, with a view to overcome the existing difficulties between both cultures at the level of the teaching of philosophy.

   The hermeneutical analysis and the phenomenological approach applied to the problematics of the study prompt us to conclude for the need to reconsider the current formative processes of professors of philosophy, in terms of facilitating a better contextualization of their reflective activity. From this perspective, it is acknowledged that the use of the resources provided by the information tecnology - informatics- might be an enhancing factor, as well as of transformation of the pedagogical processes related to the teaching of philosophy.

   In this connection, during its achievement this study made of theories, concepts, and methodologies borrowed from the field of philosophy with the objective of building a proposition for a more pertinent, critical, and insightful teaching formation for the philosophical education of the third millennium, which could possibly be applied to these countries.
 

@ a.v.c. 1999