a response to ecclestone and hayes’ critique of therapeutic education using the community of inquiry to bridge the divide between the therapeutic and the educational
DOI:
https://doi.org/10.12957/childphilo.2025.88785Palavras-chave:
agonístico, eu-diminuído, filosofia com crianças (FcC), comunidade de investigação, educação terapêutica, trabalho terapêutico em grupoResumo
Este artigo argumenta contra as alegações de Ecclestone e Hayes (The Dangerous Rise of Therapeutic Education, 2009) de que crianças e jovens são mais ansiosos e menos resilientes devido à “educação terapêutica”. Propomos que eles apresentem uma visão parcial da educação baseada no conceito de “eu diminuído”. Sugerimos que o uso da abordagem da comunidade de investigação, conforme concebida por Lipman e Sharp (Lipman, 2003; Sharp, 2018c; Lipman et al., 1980), longe de criar aprendizes ansiosos, os introduz aos desafios relacionais da comunicação interpessoal, às incertezas do engajamento filosófico e, ao fazê-lo, oferece-lhes espaço para desenvolver seu pensamento e raciocínio independentes e colaborativos, tornando-se, assim, aprendizes mais confiantes e resilientes, capazes de se envolver com as incertezas que os cercam. A chave para essas capacidades aprimoradas é uma ênfase maior na “investigação agonística”, em que o conflito e as relações agonísticas não são evitados; o afetivo é parte integrante da investigação; e um consenso seguro sobre fins e meios é menos valorizado como uma característica da investigação.
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