educação para a cidadania multicultural e a comunidade de investigação filosófica
DOI:
https://doi.org/10.12957/childphilo.2024.85271Palavras-chave:
educação para a cidadania multicultural, inferencialismo, comunidade de investigação filosófica, diálogo, epistemologiaResumo
A educação cívica moderna na sociedade multicultural enfrenta dois desafios diametralmente opostos: universalidade e diversidade. Aqueles que enfatizam a universalidade argumentam que a educação cívica multicultural deve se basear em valores, metas e conceitos universais. Entretanto, aqueles que enfatizam a diversidade dizem que conceitos e ideais diferentes devem ser permitidos e respeitados em todas as culturas, gêneros, etnias etc. A educação multicultural visa a promover a coexistência de pessoas de diferentes origens culturais em uma nação. Neste artigo, busco um caminho entre esses dois extremos, argumentando que a educação cívica em uma sociedade multicultural deve ter como base pedagógica a investigação filosófica e o diálogo. Esse caminho oferece uma via para o significado objetivo, ao mesmo tempo em que honra diferentes contextos e situações culturais. Os esforços educacionais para alcançar a objetividade e, ao mesmo tempo, respeitar a diversidade podem oferecer contribuições importantes para a construção de sociedades democráticas onde pessoas compartilhem interesses diversos e interajam livremente. Justifico esse meio-termo com base no inferencialismo de Robert B. Brandom (1994, 2001), no qual a objetividade do significado é garantida por meio de um processo de inferência material que leva em conta diferentes contextos culturais e sociais. Concluo que o tipo de diálogo que Brandom tem em mente é melhor realizado por meio da comunidade de investigação filosófica, com ênfase na razoabilidade e na autocorreção. Em última análise, a comunidade de investigação filosófica é a pedagogia necessária para a educação da cidadania multicultural.
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