experiencias de niñas y niños de diálogos filosóficos en línea
DOI:
https://doi.org/10.12957/childphilo.2021.60940Palabras clave:
filosofía con/para niños, perspectivas de niñas y niños, diálogos en línea, encuesta.Resumen
Existe un interés creciente en la investigación empírica sobre el impacto de los diálogos filosóficos con niñas y niños. Varios estudios han demostrado cómo este enfoque ayuda a realizar ideales dialógicos en entornos de aprendizaje, y otros estudios han encontrado que la Filosofía con Niños tiene un impacto importante en las habilidades cognitivas y sociales de niñas y niños. Pero otros aspectos del campo han atraído menos atención: dado el enfoque en el pensamiento, las voces y las perspectivas de niñas y niños en Filosofía con niños, sorprendentemente pocos estudios han examinado cómo niñas y niños experimentan los diálogos filosóficos. El objetivo de este estudio fue ayudar a llenar este vacío describiendo las percepciones de niñas y niños de una semana de diálogos filosóficos en línea. Llevamos a cabo 58 diálogos en la enseñanza de emergencia durante el encierro por la pandemia de COVID-19 en Dinamarca, y les hicimos preguntas a niñas y niños acerca de sus experiencias de los diálogos, por ejemplo, sobre su impresión general, su percepción del significado y los facilitadores, y su sentido de comunidad. Descubrimos que, en general, niñas y niños disfrutaban de los diálogos y comprendían su razón fundamental aun cuando esto no se había discutido explícitamente con ellas y ellos. También encontramos que las opiniones de niñas y niños eran diversas y complejas, que algunas de sus descripciones eran sorprendentes y que sus experiencias en general concuerdan con descripciones influyentes de los ideales de la enseñanza dialógica. Nuestros hallazgos confirman que es importante examinar las perspectivas de niñas y niños y señalamos la necesidad de prestar más atención a sus experiencias cuando participan en diálogos filosóficos.
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