experiences
p4c as an anti-racist & decolonial pedagogical tool in the college classroom
DOI:
https://doi.org/10.12957/childphilo.2026.92294Palabras clave:
pedagogía antiracista, fpn, decolonialidad, filosofía de la raza, filosofía judíaResumen
El objetivo de este ensayo es demostrar cómo el modelo educativo de filosofía para niños (FpN) puede funcionar como una poderosa herramienta pedagógica en el aula universitaria. Puede desafiar a los estudiantes a considerar conceptos filosóficos en nuevos contextos, permitirles reflexionar sobre su propia infancia y considerar su crecimiento filosófico, brindarles herramientas para pensar filosóficamente con niñas y niños en el futuro (como cuidadores o educadores), o brindar mayor dinamismo a conceptos filosóficos a través de la narrativa o la ilustración. Más específicamente, en mi propia docencia, ha demostrado ser una estrategia pedagógica eficaz para abordar temas antirracistas y decoloniales. A continuación, describiré cómo he diseñado métodos de enseñanza y tareas de curso que han entrelazado mi experiencia en filosofía de la infancia y/o FpN con los campos de los estudios judíos, la filosofía de la raza y la teoría crítica de la raza, lo que ha producido un diálogo académico dinámico y un entorno educativo enriquecedor. La incorporación de métodos de FpN en el aula universitaria (por ejemplo, el uso de libros infantiles como una forma de investigación filosófica) ha jugado un papel fundamental en el desarrollo de una comunidad de investigación mutua donde los estudiantes aprenden unos de otros e incluso yo, como profesor, he aprendido de mis estudiantes.
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Derechos de autor 2026 brock a. bahler
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