training preschool education students to listen philosophically to children
DOI:
https://doi.org/10.12957/childphilo.2025.88813Palavras-chave:
escuta, educação infantil, formação de professores, filosofar emergente, filosofia para/com crianças (fpcc)Resumo
Este artigo apresenta um estudo qualitativo que explora como a formação em escuta filosófica aprimora a capacidade dos futuros professores em identificar e interagir com momentos filosóficos de crianças pequenas. Este estudo faz parte de uma pesquisa mais ampla (2021–2022), realizada na Educação Infantil local em Rethymno, Creta, Grécia; contudo, é a primeira vez que os resultados apresentados neste artigo são publicados. O estudo envolveu 125 estudantes de licenciatura do segundo ano, que realizaram estágios com duração de um semestre como parte do programa de Bacharelado em Educação Pré-Escolar na Universidade de Creta. Por meio de sessões estruturadas em laboratório, os futuros professores foram treinados para observar atentamente os diálogos das crianças, identificar conceitos abstratos e formular questões filosóficas. As observações focalizaram momentos nas conversas das crianças que evidenciaram pensamento crítico, originalidade e raciocínio colaborativo. Os resultados ressaltam o potencial transformador dessa formação. Os futuros professores demonstraram uma sensibilidade ampliada para ouvir e identificar elementos filosóficos nos comentários das crianças, bem como a capacidade de elaborar atividades que incentivam uma investigação mais aprofundada. As reflexões sobre seu papel evidenciaram a importância de equilibrar a intervenção docente com a criação de espaço para a autorregulação das crianças. Este estudo enfatiza o valor de integrar práticas filosóficas na formação de professores. Além disso, destaca-se como capacitar futuros educadores para uma escuta atenta e facilitação da indagação pode fomentar as capacidades de raciocínio das crianças e promover diálogos significativos na Educação Infantil.
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