each: an erasmus+ project on early childhood and sustainable citizenship routes in the era of digital transformation

some initial outputs: proposals and preliminary findings

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2025.92395

Palabras clave:

filosofía para niños, sostenibilidad, transformación digital, pensamiento colaborativo, educación inclusiva

Resumen

Este artículo explora los elementos clave necesarios para adoptar una postura crítica ante la transformación digital en curso en la educación, centrándose en cómo la metodología Filosofía para Niños (FpN) puede impulsar una transición saludable que promueva el pensamiento colaborativo e inclusivo. Presenta el proyecto EACH, describiendo su desarrollo y resultados iniciales, incluyendo la implementación práctica en educación infantil de los materiales desarrollados. El trabajo desarrollado en el marco del proyecto sugiere que la educación sostenible se beneficiará significativamente al convertirse en una preocupación central en los procesos de transformación digital, en particular en la promoción de prácticas pedagógicas colaborativas e inclusivas. Tras describir el proyecto y destacar sus principales objetivos en la descripción de los primeros documentos que dieron lugar a la colaboración internacional, también describimos algunas de las conclusiones de la primera implementación práctica, llevada a cabo simultáneamente en Italia, Polonia y Portugal. Esto nos permite reforzar la identificación de algunas áreas prometedoras para futuras investigaciones que buscan fortalecer un enfoque humanista de la transformación digital.

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Biografía del autor/a

luca zanetti, University of Bologna

Luca Zanetti is currently a postdoctoral researcher and lecturer at the Università di Bologna. He completed his PhD with a thesis on certainty, bridging analytic philosophy and phenome- nology. His research interests include several topics: Wittgenstein's early work on mysticism, aesthetics, and ethics; the experience of being (and nothingness) in Western and Eastern tradi- tions; the nature and value of truth and certainty; the nature and (non-)existence of the self; the nature and (non-)existence of free will; philosophy of education and philosophical pedagogy; Pessoa and philosophy.

dina mendonça, Ifilnova

Dina Mendonça (Ph.D. University of South Carolina, USA 2003) researches on Philosophy of Emotions and Philosophy of Education with a special concentration in Philosophy for Children. Her research focuses on developing a Situated Approach to Emotions, which takes emotions as dynamic and active situational occurrences (Mendonça, 2012). This pragmatist research of Deweyan inspiration aims at elaborating a critical interpretation of philosophical reflections on emotions clarifying different problems and advantages of different methodological and philosophical approaches as well as identifying the key issues emotions theories (Paradox of Fiction, shared emotions, etc.) and further complexities of the emotional landscape (variability of valence of emotions, meta-emotional processes, etc.). In addition, she teaches Didatics of Philosophy concentrating on the role of writing for the education and improvement of thinking skills, and also creates original material for the application of philosophy to all schooling stages, and as an aid for creative processes.

silvia demozzi, University of Bologna

She is Associate Professor of General and Social Pedagogy and Philosophy of Education at the Department of Education Studies at the University of Bologna. She holds the national qualification for Full Professor (Prima Fascia) in the academic field M-PED/01 – Philosophy of Education and General and Social Pedagogy. She teaches Education in Affectivity and Sexual Relationships in the Bachelor's degree program in Social and Cultural Education, and Childhood Pedagogy as well as Reflexivity and Pedagogical Ethics in the Master's degree program in Pedagogy. She also teaches Sexology in the Bachelor's degree program in Midwifery. She was the Principal Investigator of the research project Farfilò (funded by the AlmaIdea program), which focused on philosophical inquiry practices with children and adolescents. She is currently involved in the PRIN project Dico.Each on childhood and digital technologies, and in the Erasmus+ project EACH, focused on childhood, education for critical and creative thinking, and sustainability. Her research interests include childhood and families, education for complex thinking (philosophy for children), and sexual and affective education from an intersectional perspective.

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Publicado

2025-09-30

Número

Vol. 21 (2025)

Sección

artículos

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