olhando os dentes de um cavalo de Tróia: problematizando a esperança de reforma social da filosofia com/para crianças através da história da raça e da educação nos eua
DOI:
https://doi.org/10.12957/childphilo.2024.80069Palavras-chave:
filosofia para crianças, raça e racismo, teoria crítica da raça, filosofia em escolas públicas, reforma educacionalResumo
Muitos praticantes e teóricos da Fp/cC privilegiam a escola como um espaço para pensar e praticar filosofia para/com crianças. Apesar de sua natureza coercitiva, pensadores como Jana Mohr Lone, David Kennedy e Nancy Vansieleghem argumentam que a Filosofia para Crianças é um cavalo de Troia que pretende reformar o sistema educacional de dentro para fora. Acredito, no entanto, que argumento do cavalo de Troia exige que internalizemos um entendimento incompleto e historicamente descontextualizado das escolas públicas que, por sua vez, pode reafirmar histórias de supremacia branca nas nossas Comunidades de Investigação Filosóficas - uma consequência que pode ser particularmente nociva quando praticamos FPC com jovens minorias. Para definir com exatidão a importância das salas de aula das escolas públicas para a FPC - especialmente para as CIFs cujos membros são majoritariamente negros, latinos, indígenas ou outros jovens de cor - contextualizo o argumento do cavalo de Troia na história da raça e da educação nos Estados Unidos. Através dessa análise histórica, concluo que a posição reformista se torna cada vez mais insustentável e que a história material da raça e da educação sustenta, de fato, um entendimento pessimista sobre a FPC na educação. Encerro refletindo a necessidade da FPC repensar o privilégio que dá às escolas como lugar primário de investigação filosófica e alertar os seus praticantes contra o uso do "progresso social" como justificativa para como e onde eles praticam seus trabalhos. Em vez disso, os encorajo a repensar como e onde praticam a FPC, baseado nas condições históricas, locais e materiais dos participantes.
Downloads
Referências
Bell, D. (2004). Silent Covenants: Brown V. Board of Education and the Unfulfilled Hopes for Racial Reform. Oxford University Press.
Bell, D. A. (1992). Faces at the Bottom of the Well: The Permanence of Racism. BasicBooks.
Biesta, G. (2011). Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education, 45(2), 305–319.
Carter, R. L. (1968). The Warren Court and Desegregation. Michigan Law Review, 67(2), 237–248.
Chetty, D. (2014). The Elephant in The Room: Picturebooks, Philosophy for Children and Racism. Childhood and Philosophy. 10(19), 11–31.
Chetty, D. (2018). Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry. 13(1), 39–54.
Curry, T. J. (2008). Saved by the Bell: Derrick Bell’s Racial Realism as Pedagogy. Philosophical Studies in Education. 39, 35–46.
Curry, T. J. (2021). Racism and The Equality Delusion. Iai News. https://iai.tv/articles/racism-and-the-equality-delusion-auid-1836
Dewey, J. (2017). The School and Society. Chicago University Pres. https://www.gutenberg.org/cache/epub/53910/pg53910-images.html
Dotson, K. (2012). How Is This Paper Philosophy? Comparative Philosophy, 3(1), 3–29.
Florida Department of Education. (2023). Florida’s State Academic Standards – Social Studies, 2023. Disponible in: https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf
Foucault, M. (1972). The Discourse on Language. In The Archeology of Knowledge. Pantheon. 215–237.
Hill-Collins, P. (2009). Another Kind of Public Education Race, Schools, the Media, and Democratic Possibilities. Beacon Press: Boston, MA.
Kennedy, N. S., & Kennedy, D. S. (2011). Community of Philosophical Inquiry as a Discursive Structure, and Its Role in School Curriculum Design. Journal of Philosophy of Education, 45(2), 265–283.
Kennedy, D. (2009). Another World is Possible: Schooling, Multitude, and Philosophy for Children. In Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. 47–62.
Kennedy, N. S. (2005) The Role of Paradox in Argumentation and Concept Transformation in aCommunity of Mathematical Inquiry: A Dialectical Analysis. UMI Dissertation Publishing,UMI ID: 921046091
Kronsted, C., & Wurtz, J. (2021). Philosophical Horizons: P4/WC and Anti-Racism in Memphis, TN. Intentional Disruptions: Expanding Access to Philosophy. 91-112.
Lawson, B. (2013). Philosophical Blacknuss. The Black Scholar. 43(4), 86–93.
Lipman, M. (1982). Philosophy for Children. Thinking: The Journal of Philosophy for Children, 3(3–4), 35–44.
Lipman, Matthew. (1988). Philosophy goes to school. Temple University Press.
Lipman, M. (2003). Thinking in education. Cambridge University Press.
Lipman, M. (2011). Philosophy for Children: Some Assumptions and Implications. ETHICS IN PROGRESS, 2(1), 3–16. https://doi.org/10.14746/EIP.2011.1.2
Lone, J. M. (2002). Does Philosophy for Children Belong in School at All? Analytic Teaching, 21(2). https://journal.viterbo.edu/index.php/at/article/view/838
Long, F. (2005). Thomas Reid and Philosophy with Children. Journal of Philosophy of Education, 39(4), 599–614.
Lushyn, P. (2002) The Paradoxical Nature of Facilitation in Community of Inquiry, Analytic Teaching , 24.2, pp. 110-115.
Lushyn, P. & Kennedy, D. (2000) The Psychodynamics of Community of Inquiry and EducationalReform: A Cross-Cultural Perspective. Thinking: The Journal of Philosophy for Children, 15.3, pp. 9-16cKee, D. (2006). Tusk Tusk. Andersen Press.
Mills, C. W. (1997). The Racial Contract. t. Cornell University Press.
Mills, C. W. (2007). White Ignorance. In Shannon Sullivan & Nancy Tuana (Ed.), Race and Epistemologies of Ignorance. State University of New York Press. 11–38.
Murris, K. (2009). A Philosophical Approach to Emotions: Understanding love´s knowledge through a frog in love. Childhood and Philosophy, 5(9), 5–30.
Nietzsche, F. W. (2006). Twilight of the Idols. The Nietzsche Reader (K. Ansell-Pearson & D. Large, Eds.). Blackwell Publishing. 456-485.
Reed-Sandoval, A. (2016). Who Talks? Who Listens? Taking Positionality Seriously in Philosophy for Children In S. M. Meagher, S. Noll, & J. S. Biehl (Eds.), Routledge International Handbook for Philosophy for Children. Routledge. 219–226
Reed-Sandoval, A. (2019). Can Philosophy for Children Contribute to Decolonization? Precollege Philosophy and Public Practice, 1, 27–41.
Rufo, C. F. (2023). America’s cultural revolution: How the radical left conquered everything. Harper Collins.
Rufo, C. F. (2021). Christopher F. Rufo’s March 10, 2021 Tweet. https://archive.li/1F25m
Sharp, A. M. (1986). Is there an Essence of Education? Journal of Moral Education, 15(3), 189–196
Torrey, J. (2020). Reaching Out to the Underrepresented: An Interview with John R. Torrey. In S. M. Meagher, S. Noll, & J. S. Biehl (Eds.), Routledge Handbook of Philosophy of the City. Routledge. 407–411.
UCLA Law School CRT Forward. (2023). CRT Forward Tracking Project – Tracking anti-CRT efforts introduced at the local, state, and federal levels. https://crtforward.law.ucla.edu/
Vansieleghem, N. (2005). Philosophy for Children as the Wind of Thinking. Journal of Philosophy of Education, 39(1), 19–35.
Vansieleghem, N., & Kennedy, D. (2011). What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman? Journal of Philosophy of Education, 45(2), 171–182.
Vitale, S. (2021). Overcoming Barriers: Pre-College Philosophy Programs in Neoliberalism. In S. K. Miller (Ed.), Intentional Disruption: Expanding Access to Philosophy. Vernon Press. 113–130.
Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y., & Cohen, G. L. (2017). Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes. Child Development, 88(2), 658–676.
