#202: Digital Technologies and Philosophy Teaching: Indications of the Need for an Epistemological Turn

This study examines the epistemic role of digital technologies in Philosophy teacher education beyond instrumental integration. Using Design-Based Research, we conducted an exploratory cycle involving interviews, institutional document analysis, and cartographic mapping. Findings reveal a dominant textual orientation that constrains digital experimentation and reinforces traditional academic legitimation. The study identifies tensions between philosophizing and teaching practice, informing the design of interventions aimed at fostering non-instrumental uses of digital technologies.