thinking with perceptual skills in philosophy for and with children (p4wc)
DOI:
https://doi.org/10.12957/childphilo.2025.89060Palavras-chave:
pensamento multidimensional, filosofar incorporado, desenho, habilidades perceptivas, betty edwardsResumo
Partindo do interesse de Lipman por alcançar um equilíbrio entre o cognitivo e o afetivo, o conceitual e o perceptivo na prática de FpC, exploramos algumas possibilidades de integrar a estrutura de Betty Edward para o treinamento de habilidades perceptivas como meio de enriquecer a construção tradicional de problemas na comunidade de investigação filosófica (CIF). Para isso, criamos um paralelo entre os pontos de vista de Lipman e Sharp sobre o pensamento multidimensional e as percepções sobre a aprendizagem e o filosofar incorporado, desde o uso de gestos, ilustrações artísticas e teatro, até o desenho no currículo, a fim de sugerir caminhos de enriquecer os planos de discussão na CIF. Geralmente, a compatibilidade entre a abordagem do pensamento multidimensional na FpC e uma aprendizagem mais experimental e incorporada é natural: por exemplo, o pensamento afetivo, que implica o desenvolvimento de atitudes morais e de uma consciência relacional, pode exigir mais atenção à expressão das emoções pelas crianças e mobilizar mais estímulos para complementar o diálogo tradicional. A interdependência entre a problematização, a criatividade e a afetividade também pode ser ilustrada com ideias do método de Betty Edwards de formação de habilidades perceptivas: nosso objetivo é utilizar o método como recurso para o desenvolvimento de problemas filosóficos na CIF. Argumentamos que, além de construir uma melhor relação com a própria criatividade, aprender a ver melhor pode se traduzir em uma compreensão mais aprofundada do processo de construção de problemas filosóficos e, inspirados pelas habilidades específicas de percepção desenvolvidas pelo método, podemos criar um quadro mais relacional e propício para o questionamento filosófico.
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