writing and orality at school as a power in human education: conversations between kopenawa, sêneca and philosophy with children

Abstract

This text addresses an experiment involving reading, writing, and speaking practices during the training of teachers of early childhood and early grades at a public school in the metropolitan region of Porto Alegre (RS), which were extended as well to children. This process was thought along with the concept of reading and writing of Seneca (2018), with the concept of word of Kopenawa (Kopenawa; Albert, 2015), and considering the concept of subjectivation of Foucault (2004, 2011). The experimentation, which was enabled by approaching writing and orality, was a starting point to think about contributions to studies on philosophy with children. In this sense, reading, writing, and telling stories would have less to do with information, and more with what we are becoming, with the agility of our thinking, with our wisdom. Concepts from Greco-Roman antiquity and Brazilian Amerindian communities were taken as powerful tools to think about human education in a contemporary school as a possibility. To this end, the conversation between the living and the dead was emphasized, considering the use of texts in the public and collective spaces of the schools as a perspective of subjectivation for more assertive thinking and lives in times of poor narratives.