shaping inclusion: possibility of “community of inquiry” in people with intellectual disabilities
DOI:
https://doi.org/10.12957/childphilo.2025.89466Palavras-chave:
inclusão, deficiência intelectual, etnometodologia e análise da conversação, cuidadoResumo
Este estudo teve como objetivo fornecer informações sobre a Filosofia para/com Crianças (FpcC) em jovens com deficiências intelectuais (DIs). Tomar consciência do lado social construtivo da deficiência é fundamental para qualquer consideração sobre a possibilidade de um diálogo filosófico com pessoas com DIs. Usando um estudo de caso e adotando a etnometodologia e a análise de conversação (EMCA), esta pesquisa se concentrou nas interações entre pessoas com DIs para esclarecer o que o pesquisador sem deficiência não estava percebendo no diálogo entre eles. A pesquisa foi conduzida no Programa de Inclusão da Universidade de Kobe (KUPI), onde jovens adultos com deficiência intelectual aprendem de forma inclusiva na universidade. O FpcC Hawaii'i (p4cHI) é usado como parte do programa. O caso analisado é um diálogo sobre um aluno que não consegue falar devido a uma deficiência grave. Os estudantes da KUPI cooperaram para expandir o objetivo do diálogo, deixando de apenas falar sobre o colega e passando a gerar conjuntamente ambientes inclusivos de diálogo. O objetivo do diálogo foi alcançado de maneira que demonstrou o potencial da investigação inclusiva. Eles apresentaram abordagens diversas e exclusivas de cuidado. Isso incorpora a “comunidade de investigação” que envolve pessoas com DIs.
Downloads
Referências
Akagi, K., Kawaji, A., Tsuda, E., Kannan, M., Sato, T., Tonogaki, R., Shibata, M., & Kurokawa, Y. (2023). What did the 3-year-college-education program in the University to train educational professionals bring about to the youth with intellectual disabilities? Bulletin of Graduate School of Human Development and Environment, Kobe University [Kobe daigaku daigakuin ningen hattatu kankyougaku kenkyuuka kenkyuu kiyou], 16(2), 87–95.
Antaki, C., & Wilkinson R. (2012). Chapter 26: Conversation Analysis and the Study of Atypical Populations. In J. Sidnell & T. Stivers (Eds.), The Handbook of Conversation Analysis (pp. 533–550). Blackwell Publishing.
Backman, Y., Gardelli, T., Gardelli, V., & Strömberg, C. (2019). Group argumentation development through philosophical dialogues for persons with acquired brain injuries. International Journal of Disability, Development and Education, 67(1), 107–123.
Cassidy, C., Marwick, H., Deeney, L., & McLean, G. (2018). Philosophy with children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs. Emotional and Behavioural Difficulties, 23(1), 81–96.
Clark, H. H., & Carlson, T. B. (1982). Hearers and speech acts. Language, 58(2), 332–373.
Dickerson, P., Rae, J., Stribling, P., Dautenhahn, K., & Werry, I. (2005). Autistic children’s co-ordination of gaze and talk: Re-examining the ‘asocial’ autist. In K. Richards & P. Seedhouse (Eds.), Applying Conversation Analysis (pp. 19–37). Palgrave Macmillan UK.
Ferreira, J. M., & Bottema-Beutel, K. (2024). The interactional structure of accounts during small group discussions among autistic children receiving special education support in Finland. Journal of Autism and Developmental Disorders, 54(5), 1928–1946.
Gardelli, V., Backman, Y., Gardelli, Å., & Franklin, A. (2023). “You talk and try to think, together” – A case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues. Childhood & Philosophy, 19, 1–28.
Garfinkel, H. (1967). Studies in Ethnomethodology. Prentice-Hall.
Inoue, T., & Kado, Y. (2022, August 8-10). How Can We Have Communication with People with Intellectual Disabilities: A Case Study in p4c with Young People [Tetsugaku taiwa ni okeru fuwa to seijisei: chiteki shogai no aru seinenra to no taiwa jissen kara][Conference presentation]. ICPIC 2022, Tokyo, Japan.
Jackson, T. E. (2012). Home Grown. Educational Perspectives, 44(1/2), 3–7.
Jackson, T. E. (2019). Gently Socratic Inquiry. https://p4chawaii.org/wp-content/uploads/Gently-Socratic-Inquiry-2019.pdf
Kizel, A. (2024). Enabling Students’ Voices and Identities: Philosophical Inquiry in a Time of Discord. Lexington Books.
Lukey, B. (2004). Rethinking dialogue: Reflections on P4C with autistic children. Thinking: The Journal of Philosophy for Children, 17(1), 24–29.
Maynard, D. W. (2005). Social Actions, Gestalt Coherence, and Designations of Disability: Lessons from and about Autism. Social Problems, 52(4), 499-524.
Okamoto, M. (2018). kikite koudou ga haramu nijuu no tasha shikousei: manzai no tsukkomi kara miru kikite koudou kenkyuu no shatei [The Double Directivity for Others that Listenership Involves: the Perspective of Listenership Studies from Tsukkomi of Manzai]. In K. Murata (Eds), Research on Listenership in Communication Studies [kikite koudou no communication gaku]. Hitsuji-shobou.
Rapley, M. (2004). The Social Construction of Intellectual Disability. Cambridge University Press.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.
Sacks, H. (1985). Notes on methodology. In J. M. Atkinson (Ed.), Structures of Social Action (pp. 21–27). Cambridge University Press.
Walton, C., Antaki, C., & Finlay, W. M. L. (2020). Difficulties Facing People with Intellectual Disability in Conversation: Initiation, Co-ordination, and the Problem of Asymmetric Competence. In R. Wilkinson, J. P. Rae, & G. Rasmussen (Eds.), Atypical Interaction: The Impact of Communicative Impairments within Everyday Talk (pp. 93–127). Cham, Springer International Publishing.
Wilkinson, R. (2019). Atypical interaction: Conversation analysis and communicative impairments. Research on Language and Social Interaction, 52(3), 281-299.