fazer um círculo: construir uma comunidade de investigação filosófica numa escola do governo pós-apartheid na áfrica do sul
DOI:
https://doi.org/10.12957/childphilo.2019.42414Palavras-chave:
comunidade de investigação, filosofia com crianças, pós-humanismo, círculo.Resumo
Neste artigo, pretendo traçar alguns agenciamentos de um evento documentado em minha pesquisa de doutorado, que contesta formas dominantes de investigação. Esta pesquisa se realiza com um grupo de estudantes de segunda série numa escola pública na Cidade do Cabo, na África do Sul. É a pesquisa experimental que mantém o sujeito humano como sendo o aspecto mais importante da observação, o único aspecto dela que possui ação ou intencionalidade. Particularmente, a presente análise tem como foco o processo de fazer o círculo, e quão integral ele é em sua contribuição para a construção da Comunidade de Investigação, a pedagogia da Filosofia com Crianças. É oferecida aqui uma análise pós-humanista crítica que se relaciona com os agenciamentos material-discursivos do processo de fazer o círculo. Além disso, como este fazer um círculo pode ser uma prática democratizante, incluindo no conceito de democracia o mais-que-humano. A análise também foca no ato de posicionar as cadeiras pelas crianças, como uma prática pedagógica deliberada, e em como isto funciona interrompendo o binarismo adulto/criança. Há um movimento para além da virada linguística ao prestar atenção não somente no âmbito discursivo nas transcrições, mas também nas intra-ações entre humanos e o mais-que-humano, o círculo, as cadeiras e a materialidade do lugar.
Referências
References:
Barad, K. (2007). Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Barad, K. (2017). Troubling time/s and ecologies of nothingness: re-turning, re-membering, and facing the incalculable. In New Formations: A Journal of Culture/Theory/Politics (92) 56-86.
Baumfield, VM. (2017). Changing minds: the professional learning of teachers in a classroom community of inquiry. In Rollins
Gregory, M., Haynes, J. and Murris, K. (Eds.) The routledge international handbook of philosophy for children. London: Routledge.119-128.
Bozalek, V. (2004). Recognition, resources, responsibilities: using students’ stories of family to renew the South African social work curriculum: PhD Thesis. Utrecht.
Braidotti, R. (2018). A theoretical framework for the critical posthumanities. Theory, Culture & Society. 0(0):1-31
Ceder, S. (2016). Cutting through water: towards a posthuman theory of educational relationality. Doctoral dissertation. Faculty of Social Sciences, Lund University, Sweden. Available: https://portal.research.lu.se/ws/files/6008016/8411680.pdf [ 6 August 2016].
Christie, P. (1990). The right to learn. Johannesburg: Ravan Press
Department of Education (2001). Education White Paper 6. Special needs education. building an inclusive education and training system. Pretoria: Department of Education.
Dolphijn, R & van der Tuin, I. (2012). New materialism: interviews & cartographies. Open Humanities Press: Michigan Publishing.
D’Olimpio, L. & Teschers, C. (2017). Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life. In Rollins Gregory, M., Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge.145-152.
Echeverria, E. & Hannam, P. (2017). The community of philosophical inquiry: a pedagogical proposal for advancing democracy. In Rollins Gregory, M., Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 3-10.
Glaser, J. & Rollins Gregory, M. (2017). Education, identity construction and cultural renewal: the case of philosophical inquiry with Jewish bible. In Rollins Gregory, M., Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 180-188.
Haraway, D. (2016). Staying with the trouble: making kin in the chthulucene. Durham: Duke University Press.
Haynes, J. & Kohan, W.O. (2018). Facilitating and difficultating: the cultivation of teacher ignorance and inventiveness. In Murris, K and Haynes, J. (Eds.) Literacies, literature and learning: reading classrooms differently. London: Routledge. 204-221.
Ingold, T. (2007). Lines: a brief history. London: Routledge.
Kennedy, D. (2012). Rhizomatic curriculum development in community of philosophical inquiry . In Santi, M and Oliverio, S. (Eds) Educating for complex thinking through philosophical inquiry: models, advances, and proposals for the new millennium. Napoli: Liguori.
Kohan, W.O. (2014). Philosophy and childhood: critical perspectives and affirmative practices. New York: Palgrave Macmillan.
Lipman, M. (2003). Thinking in education. Cambridge: Cambridge University Press. 2nd Ed.
Mendonça, D. & Costa Carvalho, M. (2017). Thinking as a community: reasonableness and emotions. In Rollins Gregory, M.,
Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 127-134.
Murris, K. 2016. The posthuman child: educational transformation through philosophy with picturebooks. Contesting Early Childhood Series. London: Routledge
Murris, K., Crowther, J and Stanley, S. (2018). Digging and diving for treasure: erasures, silences and secrets. In Murris, K and
Haynes, J. (Eds.) Literacies, literature and learning: reading classrooms differently. London: Routledge. 149-172.
Murris, K. & Haynes, J. (2018). Philosophical playthinking in a South African literacy ‘classroom’ In Murris, K and Haynes, J. (Eds.) Literacies, literature and learning: reading classrooms differently. London: Routledge. 3-24.
Reynolds, R. (2013). Shifting family bilingualism: two South African case studies. Unpublished Masters Dissertation. University of Cape Town.
Reynolds, R & Peers, J. (2018). Chairs and questions at work in literacies. In Murris, K and Haynes, J. (Eds.) Literacies, literature and learning: reading classrooms differently. London: Routledge. 129-148.
Rose, D. B. (2017). Shimmer: when all you love is being trashed. In Tsing, A., Swanson, H., Gan, E. & Bubandt, N. (Eds.) Arts of living on a damaged planet. Minnesota: University of Minnesota Press. G 51- G 63.
Stanley, S. & Lyle, S. (2017). Philosophical play in the early years classroom. In Rollins Gregory, M., Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 53-61.
Strong Makaiau, A. (2017). A citizen’s education: the philosophy for children Hawai’i approach to deliberate pedagogy. In Rollins Gregory, M., Haynes, J. and Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 19-26.
Strong Makaiau, A., Ching-Sze Wang, J., Ragoonaden, K. & Leng, L. (2017). Empowering global p4c research and practice through self-study: the philosophy for children Hawai’i international journaling and self-study project. In Rollins Gregory, M., Haynes, J. and
Murris, K. (Eds.) The Routledge international handbook of philosophy for children. London: Routledge. 227-235.
Swanson, H., Tsing, A., Bubandt, N. & Gan, E. (2017). Introduction: bodies tumbled into bodies. In Tsing, A., Swanson, H., Gan, E. & Bubandt, N. (Eds.) Arts of living on a damaged planet. Minnesota: University of Minnesota Press.
