adapting philosophical dialogue to support the epistemic agency of neurodivergent children
a focus on children with developmental language disorder
DOI:
https://doi.org/10.12957/childphilo.2025.88643Palabras clave:
adaptación del diálogo filosófico, agencia epistémica, negligencia epistémica, neurodiversidad, trastorno del desarrollo del lenguajeResumen
Esta reflexión, presentada en el 25º Congreso Mundial de Filosofía durante el simposio “Personas excluidas de la filosofía”, se basa en una práctica semanal de diálogo filosófico (DF) con estudiantes de primaria que presentan Trastorno del Desarrollo del Lenguaje (TDL), una discapacidad de la comunicación que afecta la comprensión y el uso del lenguaje, las interacciones sociales y el aprendizaje. Dadas las dificultades asociadas al TDL, la práctica filosófica puede parecer ambiciosa debido a las habilidades lingüísticas requeridas para el diálogo, así como a la cultura ableista prevalente en las escuelas. Como logopeda escolar y facilitadora de indagación filosófica, la autora de este artículo considera esencial ofrecer a los estudiantes con TDL oportunidades para desarrollar sus habilidades lingüísticas, enriquecer la calidad de sus interacciones y cultivar su pensamiento, contribuyendo así a las condiciones necesarias para su emancipación intelectual. Guiada por la colaboración interprofesional y los principios de educabilidad, trabajó con un equipo que comenzó a adaptar la práctica del DF para responder a las necesidades específicas de los estudiantes con TDL, en el marco de un proyecto exploratorio de un año. Este trabajo ha abierto nuevas perspectivas para los estudiantes y ha llevado a reconsiderar ciertos prejuicios profundamente arraigados en nuestras sociedades. Con el fin de ampliar la reflexión sobre los estereotipos que persisten en torno a los niños neurodivergentes, esta discusión invita a un examen crítico de las representaciones sociales y los discursos sobre sus supuestas limitaciones en cuanto a la comprensión, la transmisión y la producción de conocimiento. Basándose en el marco conceptual desarrollado por Catala (2021), en particular en el concepto de “epistemic enablement ” (capacitación epistémica), se plantea la cuestión de la neuro-normatividad y sus consecuencias, junto con la noción de “epistemic neglect” (negligencia epistémica) elaborada por la autora de este artículo. Tomar en serio el pensamiento de los niños neuro-divergentes, adaptando el DF dentro de la Comunidad de Indagación Filosófica (CIF) a sus necesidades y fortalezas como aprendices y comunicadores, podría contribuir a su emancipación intelectual y fomentar una reconsideración de su agencia epistémica en la era de la neurodiversidad. Tras compartir observaciones sobre el progreso de los estudiantes en el uso de herramientas de pensamiento, así como percepciones sobre los beneficios educativos y las propias reflexiones de los niños, se aborda el proceso de adaptación del DF. Se presentan prácticas pre-dialogales específicas diseñadas por la autora para apoyar los requisitos previos al diálogo con niños con TDL, junto con estrategias de andamiaje que facilitan la co-construcción y la metacognición. Finalmente, se destacan los beneficios de la colaboración interprofesional, subrayando el papel clave del logopeda escolar que, como facilitador de la comunicación, puede apoyar activamente su agencia epistémica y participación en la indagación filosófica.
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