filosofia para crianças na arábia saudita e seu impacto nas habilidades não-cognitivas
DOI:
https://doi.org/10.12957/childphilo.2023.75190Palavras-chave:
P4C, Non-Cognitive Skills, Elementary Education, Teaching Philosophy, PWC, Philosophy with children.Resumo
Este estudo examina os efeitos do ensino de Filosofia para Crianças (FpC) no desenvolvimento de habilidades não-cognitivas entre os/as estudantes. Embora o foco principal da escolarização moderna esteja nos resultados, as habilidades e atitudes não-cognitivas ainda estão no escopo da educação moderna. Em 2017, o Ministério da Educação da Arábia Saudita introduziu uma nova política para ensinar o pensamento crítico e a filosofia em suas escolas públicas. Apesar de os efeitos do ensino de filosofia nas habilidades cognitivas terem sido amplamente pesquisados, poucos estudos investigaram os efeitos do ensino de filosofia nas habilidades não-cognitivas. O presente estudo é o primeiro a explorar essa questão no contexto educacional saudita. Este artigo apresenta resultados de um desenho de pesquisa quase-experimental, no qual participaram 28 estudantes de uma escola pública saudita de ensino fundamental. Um grupo experimental de alunos/as da 6ª série participou de sessões de Filosofia para Crianças durante três meses, enquanto outro grupo de alunos/as da 6ª série não recebeu nenhuma formação relacionada à filosofia. Para coletar dados, os pesquisadores criaram um questionário para obter resultados não-cognitivos. Os resultados mostram que o grupo que participou das sessões de Filosofia para Crianças (FpC) alcançou melhores colocações nas medidas de comunicação, sociabilidade, autoconfiança, determinação, disposição para tentar coisas novas, felicidade e resolução de problemas. Por outro lado, os resultados mostram que o grupo com FpC ficou atrás em termos de empatia, democracia e diversidade, comparado ao grupo experimental. No entanto, as diferenças são mínimas e a amostra é pequena. Ainda assim, os resultados são promissores ao indicar que a FpC pode melhorar as habilidades não-cognitivas dos estudantes.
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