a riqueza das questões filosóficas para crianças

Autores

DOI:

https://doi.org/10.12957/childphilo.2019.43353

Palavras-chave:

comunidade de investigação, perguntas, opacidade, transparência.

Resumo

Este artigo defende que as variadas abordagens dentro da filosofia para crianças ganhariam em integrar, de forma intencional, a exploração do questionamento, em vez de apenas apresentar às crianças perguntas já preparadas como pontos departida da investigação. Esta ideia torna-se particulamente relevante uma vez que a filosofia para crianças é um dos poucos ambientes educativos que oferecem às crianças um espaço para que elas possam questionar e explorar as variações das suas perguntas, assim como o impacto que essas perguntas podem ter nas suasvidas. Desta forma, defendemos que a integração intencional, numa sessão de filosofia para crianças, de perguntas feitas pelas próprias crianças faz justiça à herança das diferentes tradições filosóficas e reforça que as perguntas são formas privilegiadas de os seres humanos se relacionarem com o mundo. Mais do que um simples passo metodológico no encadeamento de uma sessão de filosofia para crianças, as perguntas representam um recurso educativo fundamental. As perguntas são também uma parte central do pensamento e da investigação que se produzem numa sessão de filosofia com crianças. O artigo propõe, então, uma forma inovadora de lidar com esta ferramenta que são as perguntas, defendendo que a definição da filosofia como uma obsessão para ultrapassar a opacidade e uma obsessão pela transparência (Caeiro, 2015) pode ajudar os participantes numa comunidade de investigação a identificarem perguntas que poderão potenciar o diálogo de uma forma filosófica.

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Biografia do Autor

magda costa-carvalho, Universidade dos Açores

Magda Costa Carvalho works at the University of the Azores, Portugal, and is a research member of NICA: Interdisciplinary Center for Childhood and Adolescence, University of the Azores, Portugal. She holds a Ph.D. on Henri Bergson’s Concept of Nature. Her research focuses are on the ethical dimension of P4C, as well as on environmental philosophy. She holds Levels 1 and 2 of SAPERE’s P4C training.  She coordinates a Master Course in Philosophy for Children (University of the Azores) and offers Philosophy for Children sessions in a public school.

dina mendonça, Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, IFILNOVA (Portugal)

Philosophy Major by the Catholic University of Lisbon in 1993, took a Master’s degre in Philosophy for Children in 1996 under the supervision of Matthew Lipman and Ann Margaret Sharp. The Masters taught her that children are much better thinkers than they are credited to be and had the privilege of learning the philosophical insights of Matthew Lipman. Doctoral Degree by the University of South Carolina with a dissertation on “The Anatomy of Experience –An analyses of John Dewey’s Concept of Experience” concluded in 2003. It was a great experience to work under the supervision of Tom Burke. Dewey's philosophical work proved to be an excellent guide for the philosophical understanding of experience, and provided a solid ground for post-doctoral research by disentangling, revising and organizing the philosophical education. Currently a member of the research team of Instituto de Filosofia at Universidade Nova de Lisboa, working on a Situationist Approach to Emotions, which is a novel and groundbreaking account that takes emotions as dynamic and active situational occurences (Mendonça 2012). In addition, promotes and creates original material for application of philosophy to all schooling stages, and aid in creative processes.

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Publicado

2019-07-07

Como Citar

COSTA-CARVALHO, Magda; MENDONÇA, Dina. a riqueza das questões filosóficas para crianças. childhood & philosophy, Rio de Janeiro, v. 15, p. 01–21, 2019. DOI: 10.12957/childphilo.2019.43353. Disponível em: https://www.e-publicacoes.uerj.br/childhood/article/view/43353. Acesso em: 24 maio. 2025.

Edição

Seção

dossiê: investigação filosófica com crianças: novas vozes