adapting philosophical dialogue to support the epistemic agency of neurodivergent children
a focus on children with developmental language disorder
DOI:
https://doi.org/10.12957/childphilo.2025.88643Palavras-chave:
adaptação do diálogo filosófico, agência epistêmica, negligência epistêmica, neurodiversidade, transtorno do desenvolvimento da linguagemResumo
Esta reflexão, apresentada no 25º Congresso Mundial de Filosofia, durante o simpósio Pessoas Excluídas da Filosofia, se baseia em uma prática semanal de diálogo filosófico (DF) com estudantes do Ensino Fundamental com Transtorno do Desenvolvimento da Linguagem (TDL): uma deficiência comunicacional que impacta o entendimento e uso da língua, as interações sociais e o aprendizado. Dados os desafios associados ao TDL, a prática filosófica pode parecer ambiciosa, considerando as habilidades linguísticas necessárias para o diálogo, assim como a cultura capacitista difundida e presente nas escolas. Como fonoaudióloga escolar e facilitadora de práticas filosóficas, a autora deste artigo considera essencial proporcionar aos estudantes com TDL oportunidades a fim de aprimorar suas práticas linguísticas, melhorar a qualidade de suas interações e cultivar o pensamento, contribuindo, assim, com sua emancipação intelectual. Guiada pela parceria interprofissional e pelos princípios de educabilidade, ela trabalhou com uma equipe que começou adaptando a prática do DF no intuito de responder às necessidades específicas dos estudantes com TDL, como parte de um projeto exploratório de um ano. Esse trabalho abriu novas perspectivas para os estudantes e provocou a reconsideração de certos preconceitos embutidos em nossa sociedade. Para ampliar a reflexão sobre os estereótipos que persistem acerca de crianças neurodivergentes, esta discussão convida a uma análise crítica das representações sociais e dos discursos sobre suas supostas limitações de compreensão, transmissão e produção de conhecimento. Baseando-se no quadro teórico desenvolvido por Catala, Faucher e Poirier (2021), especialmente no conceito de “capacitação epistêmica” (epistemic enablement), é levantada a questão da neuronormatividade e suas consequências, junto à noção de “negligência epistêmica” (epistemic neglect), destacada pela autora deste artigo. Levar a sério o pensamento de crianças neurodivergentes, adaptando o DF na comunidade de investigação filosófica (CIF) de acordo com suas necessidades e pontos fortes como aprendizes e comunicadores, poderia contribuir com emancipação intelectual deles e fomentar a reconsideração de suas agências epistêmicas na era da neurodiversidade. Após compartilhar observações sobre os progressos dos estudantes no uso de ferramentas de pensamento, assim como percepções sobre os benefícios educacionais e as próprias reflexões das crianças, o processo de adaptação do DF é discutido. Práticas pré-dialógicas específicas, desenvolvidas pela autora, são introduzidas para dar suporte aos pré-requisitos necessários ao diálogo com crianças com TDL, junto a estratégias de apoio gradual que facilitam a coconstrução e a metacognição. Por fim, destacam-se os benefícios da colaboração interprofissional, enfatizando o papel central da fonoaudióloga escolar que, como facilitadora da comunicação, pode apoiar ativamente a agência epistêmica dos estudantes e suas participações na investigação filosófica.
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