mapeando preconceito de identidade: locais da injustiça epistêmica na filosofia para/com crianças
DOI:
https://doi.org/10.12957/childphilo.2020.47899Palavras-chave:
injustiça epistêmica, testemunho e injustiça hermenêutica, preconceito, comunidade de investigação, filosofia para/com criançasResumo
Meu objetivo neste artigo é mapear os locais de preconceito de identidade que podem se manifestar no contexto de uma Comunidade de investigação. O argumento aqui é que a injustiça epistêmica, que geralmente começa com casos aparentemente "menores" de preconceito de identidade, poderia potencialmente vazar para a prática real do FcpC. Seguindo Fricker, suponho que as injustiças epistêmicas, geralmente implícitas nas estruturas sociais da sociedade, sejam explicitadas quando nossas práticas epistêmicas são enquadradas nas circunstâncias sociais concretas em que razão, poder e autoridade se cruzam - o que é mais observável em contextos escolares. Apesar das melhorias que a FcpC oferece, algumas formas de preconceito prevalecentes nas salas de aula tradicionais podem persistir, afetando principalmente crianças identificadas com grupos sociais estereotipados negativamente. Portanto, é crucial prestar atenção à injustiça epistêmica e aos possíveis locais onde ela poderia vir à tona. Com base na minha experiência na FcpC, mostro que o preconceito de identidade pode resultar das interseções de papéis e posicionamentos dos participantes de um diálogo filosófico. Essas interseções pertencem às relações epistêmicas entre o professor de FcpC, os alunos e a própria FcpC. Explico que o preconceito de identidade, que é um terreno fértil da injustiça epistêmica, surge circunstancial e/ou substancialmente nos estudos e práticas da FcpC.Referências
Baumtrog, Michael. “Navigating a Necessary Inequality: Children and Knowledge-Based Injustice” in Alternative Routes: A Journal of Critical Research, Vol. 29, 2018, pp.294-306.
Beeby, Laura. “Epistemic Justice: Three Models of Virtue” in The Routledge Handbook of Virtue Epistemology, ed. Heather Battaly, New York: Routledge, 2019.
Benner, Aprile, Crosnoe, Robert and Jacquelynne Eccles. “Schools, Peers, and Prejudice in Adolescence,” in Journal of Research on Adolescence, 25 (1), 2014, pp.173–188.
Burroughs, Michael D. and Deborah Tollefsen. “Learning To Listen: Epistemic Injustice and the Child” in Episteme, 13, 3, 2016, pp. 359–377.
Chetty, Darren. “Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry,” in Ethics and Education, 2018, pp.39-54.
Cohrs, J. Christopher & John Duckitt. “Prejudice, Types and Origins of,” in The Encyclopedia of Peace Psychology, First Edition, edited by Daniel J. Christie, UK: Blackwell Publishing Ltd., 2012, pp.1-7.
Elicor, Peter Paul. “Philosophical Dialogues with Indigenous Children: An Attempt to Integrate Indigenous Forms of Knowledge in Philosophy for/with Children,” in Childhood & Philosophy, Vol.15, June 2019. pp.1-22.
Fricker, Miranda. Epistemic Injustice: Power & the Ethics of Knowing. New York: Oxford University Press Inc., 2007.
Golu, Florinda. “Prejudice and Stereotypes in School Environment: Application to adolescence” in Procedia - Social and Behavioral Sciences, 78, 2013, pp.61-65.
Guin, Philip. “Countering Prejudice with Counterexamples” in Studies in Philosophy for Children: Harry Stottlemeier’s Discovery, eds. Ann Margaret Sharp & Ronal F. Reed, Philadelphia: Temple University Press, 1992, pp.135-143.
Kizel, Arie. “Enabling identity: The challenge of presenting the silenced voices of repressed groups in philosophic communities of inquiry,” in Journal of Philosophy in Schools, 3, 1, 2016, pp. 16-39.
Kotzee, Ben. “Education and Epistemic Injustice” in The Routledge Handbook of Epistemic Injustice, edited by Ian James Kidd, José Medina, and Gaile Pohlhaus Jr., New York: Routledge, Taylor & Francis Group, 2017, pp.324–355.
Lipman, Matthew. Thinking in Education 2nd ed. New York: Cambridge University Press, 2003.
______.” Philosophy for Children: Some Assumptions and Implications,” in Ethics in Progress, Vol. 2, No. 1. 2011.
Lone, Jana Mohr. “Philosophical Thinking in Childhood,” in The Routledge Handbook of the Philosophy of Childhood and Children, eds. Anca Gheaus, Gideon Calder and Jurgen de Wispelaere, New York: Routledge, 2019.
Madrid, María Elena. “Multiculturalism, Extreme Poverty, and Teaching P4c in Juchitán: A Short Report on Research,” in Childhood and Philosophy Vol. 4, No. 8, 2008, pp.125-135.
Medina, Jose. “Epistemic Injustice and Epistemologies of Ignorance” in The Routledge Companion to the Philosophy of Race, Edited by Paul C. Taylor, Linda Martin Alcoff, and Luvell Anderson, New York/London: Taylor and Francis, 2017, pp.247-260.
Murris, Karin. “The Epistemic Challenge of Hearing Child’s Voice,” in Stud Philos Educ., 2013, pp.245-259.
Rainville, Hell. “Philosophy for Children in Native America. A Post-Colonial Critique,” in Analytic Teaching and Philosophical Praxis, vol. 21, no. 1, 2001, pp.65-77.
Reed-Sandoval, Amy and Alain Sykes, A. “Who talks? Who listens? Taking ‘positionality’ seriously in philosophy for children” in The Routledge International Handbook of Philosophy for Children, eds. Maughn Rollins Gregory, Joanna Haynes and Karin Murris, 2017, pp.219-226.
Santoro, Daniele & Manohar Kumar, “Being Bound to Fail: How Epistemic Injustice fails Educational Opportunities,” a paper presented to the IMERA Resident Seminar (2014), the II Philosophy of Education Conference, Bangalor (2014), retrieved April 20, 2018, from: https://imera.univ-amu.fr/sites/imera.univ-amu.fr/files/being_bound_to_fail.how_epistemic_injustice_fails_educational_opportunities_draft_0.pdf.
Schües, Christina. “Epistemic Injustice and Children’s Well-being,” in Justice, Education and the Politics of Childhood: Challenges and Perspectives, eds. Johannes Drerup, Gunter Graf, Christoph Schickhardt, Gottfried Schweiger, Switzerland: Springer, 2016, pp.155-170.
Sharp, Ann Margaret. “The Other Dimension of Caring Thinking (with a new commentary by Philip Cam),” in Journal of Philosophy in Schools 1 (1), 2014.
Sherman, Benjamin R. & Stacey Goguen. “Introduction” in Overcoming Epistemic Injustice: Social and Psychological Perspectives, eds. Benjamin R. Serman & Stacey Goguen London/New York: Rowman & Littlefield International, Ltd., 2019, pp.1-14.
Steele, Claude. “A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance,” in American Psychologist by the American Psychological Association, Inc. Vol. 52, No. 6, 1997, pp.613-629.
