por que as crenças e valores de professores e professoras são importantes na pesquisa em filosofia para crianças (fpc): uma perspectiva australiana
DOI:
https://doi.org/10.12957/childphilo.2019.37500Palavras-chave:
filosofia para crianças, pesquisa qualitativa, perspectivas de professores/as, mudança de política, currículo vitorianoResumo
Este artigo argumenta que há uma lacuna nas recentes pesquisas em Filosofia para Crianças (P4C) que focam nas perspectivas dos professores e professoras, particularmente em relação a suas crenças e valores. Este artigo debruça-se brevemente sobre o que FpC é e sobre seu atual estatuto na esfera da educação mais amplamente concebida, incluindo estudos empíricos que identificam benefícios específicos e mensuráveis para a inclusão de FpC nas escolas. Este artigo discutirá recentes reformas educacionais sistêmicas no Estado de Victoria, Austrália, que visam a inclusão da FpC em escolas públicas de Victoria. Em seguida, o artigo explora como as perspectivas de professores e professoras, através de análises de suas crenças e valores, acrescentam valor significativo na educação comparando estudos semelhantes em outras áreas da educação que usaram pesquisas sobre crenças e valores dos professores e das professoras para informar suas práticas e a implementação de políticas públicas. O artigo também explora a importância das crenças e valores das professoras e professores, especialmente no contexto da FpC, identificando a contribuição que uma análise dessas crenças e valores pode ter. Ele conclui, então, analisando recentes pesquisa em FpC que começaram a explorar as perspectivas de professoras e professores antes de encerrar com direções futuras de pesquisa que se apoiam nestes estudos anteriores que estabelecem importantes bases para estender o alcance da FpC nos sistemas de educação.Referências
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