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The text here presented is taken from the dissertation intitulated “Equality and emancipation: signs to think through the evaluation in philosophy based on Jacques Rancière's The Ignorant Schoolmaster”, presented to the Professional Master's Programme in Philosophy PROF-FILO, State University of Rio Grande do Norte (UERN) sector, in July 2020. Within such a framing, the enquiry begins from the provoking thought of Ceppas (2013), according to which there is place in schooling for the announcement of the Good News of emancipation", and that such an announcement, as assumed by the philosopher-teacher, is a “politico-paedagogical challenge”. In assuming that standing, the enquiry asks whether it is possible to indicate a method so that the “announcement of emancipation” can be made according to a tonality inspired in The Ignorant Schoolmaster. In a first moment, the enquiry recognizes the existence of a discussion over the “method” in the aforementioned work; that it is possible to indicate within the text various manners of referring to the “Jacotot method”, and that it is possible also to specify elements of the same method. However, the enquiry points to restrictions present in The Ignorant 1 Professor da E. E. Professora Calpúrnia Caldas de Amorim-EECCAM (Caicó-RN). Mestre em Filosofia pela Universidade do Estado do Rio Grande do Norte-PROF-FILO/UERN (2020); graduado em História pela Universidade Federal do Rio Grande do Norte-UFRN (2017). E-mail: suedson.relva@gmail.com 2 Professor Adjunto IV, com dedicação exclusiva, da Universidade do Estado do Rio Grande do Norte-UERN, Curso de Filosofia do Campus Caicó-CaC. Doutor em Filosofia (UFRN-2012). Coordenador do Núcleo UERN do Mestrado Profissional em Filosofia PROF-FILO. E-mail: joseteixeira@uern.br O MESTRE IGNORANTE DE JACQUES RANCIÈRE: UM CAMINHO PARA... Suédson Relva Nogueira / José Teixeira Neto Ano 9 n. 20 Outubro – Novembro 2020 p. 133 153 134 Schoolmaster to a “paedagogical translation” or an institutionalization of the “Jacotot method”. Thence, rather than “creating” a new method for philosophy apprenticeship, the aim of the framing here presented is to indicate a path following The Ignorant Schoolmaster's narrative of “paedagogical experience” (RANCIÈRE, 2017, p. 32). After analysing both primary and secondary bibliographies, the enquiry introduces eight steps or movements toward an experience with philosophy in schools and, in its last part, it amplifies the discussion over the eighth step to think through the evaluation of philosophy apprenticeship. On this last aspect, the enquiry reaches the conclusion that, if an evaluation that verifies knowledges and contents supposedly understood or not by students is not fitting, but it should be verified how much has the student seeked to solve the problem-question given and how did she translate and give expression to her movements beginning from the “common thing”, in evaluating the schoolmaster should verify how much of “attention” and “will” is put by the student in her “seeking”.

O MESTRE IGNORANTE DE JACQUES RANCIÈRE: UM CAMINHO PARA APRENDIZAGEM DA FILOSOFIA NO ENSINO MÉDIO?