a matter of perspective
reflections on perspective-taking in the community of philosophical inquiry
DOI:
https://doi.org/10.12957/childphilo.2025.88388Palavras-chave:
filosofia para/com crianças, tomada de perspectiva, pensamento descêntrico, empatiaResumo
A tomada de perspectiva, o ato mental de simular a situação de um “outro”, é amplamente reconhecida como fundamental para o bom funcionamento do pensamento crítico e da formação de crenças, bem como para a promoção da empatia, da competência sociocultural e de resultados pró-sociais. Cada vez mais presente nos processos de aprendizagem contínua dentro e entre disciplinas, e cuja elicitação e desenvolvimento são fortemente abordados na Filosofia para/com Crianças (FpcC) e em outros programas no estilo da Comunidade de Investigação Filosófica (CIF), ela é comumente tratada como um conceito unitário. Como formadora inicial de professores em pedagogias dialógicas e formadora experiente de facilitadores em FpcC, argumento aqui contra uma concepção unidimensional da tomada de perspectiva em favor de uma multidimensional. Proponho seis tipos de tomada de perspectiva, definidos por seus quadros de referência, ou “campos dêiticos”, que denomino Somático, Agentivo, Sociativo, Temporal, Espacial e Alético. Utilizando uma abordagem de análise conceitual e apoiando-me nos campos afins da psicologia e da filosofia moral, argumento que diferentes tipos de tomada de perspectiva implicam diferentes categorias de pensamento descêntrico, exigindo a aplicação de diferentes tipos de habilidades e destrezas cognitivas. Argumento, ainda, que diferentes tipos de tomada de perspectiva, bem como suas combinações, trazem consigo diferentes tipos de possibilidades para o sujeito pensante, além de precipitar alguns desafios e obstáculos familiares e outros nem tanto. Concluo que uma melhor compreensão dos tipos de tomada de perspectiva poderia ser usada para auxiliar os profissionais de FpcC/CIF a cultivar melhor essa competência e deveria fundamentar avaliações empíricas sobre o impacto que tais programas podem ter no pensamento descêntrico das crianças.
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