to meet each other, to know and grow, and to have a good time
insights from swedish pupils with intellectual disabilities who participated in philosophical dialogues
DOI:
https://doi.org/10.12957/childphilo.2025.89351Palavras-chave:
diálogo filosófico, deficiência intelectual, análise temática, perspectivas dos alunosResumo
Este projeto de pesquisa tem como objetivo responder às seguintes perguntas: (1) quais experiências os alunos com deficiência intelectual (DI) relatam após participar de uma educação baseada no diálogo filosófico?; e (2) como essas experiências se relacionam com as necessidades dos alunos com DI? Para responder a essas questões, foi realizado um estudo de entrevistas com doze alunos, com idades entre 13 e 15 anos, com deficiência intelectual predominantemente leve, matriculados na Escola de Ensino Fundamental Sueca para Alunos com Deficiência Intelectual. Os alunos participaram de um programa de intervenção em pequena escala, composto por doze sessões de diálogos filosóficos ao longo de seis semanas, conduzidas por dois facilitadores experientes. Ao final do programa, as crianças participaram de entrevistas semiestruturadas para compartilhar suas experiências com os diálogos filosóficos. As respostas a essas entrevistas foram analisadas em relação às necessidades identificadas de alunos com DI, especificamente a necessidade de atividades cognitivamente estimulantes, de habilidades sociais e de comunicação, e de habilidades para a tomada de decisões. A análise temática dos dados revelou os seguintes temas: encontrar-se, conhecer e crescer e divertir-se. Os resultados indicam que o diálogo filosófico apresenta potencial para atender às necessidades identificadas de alunos com DI. Destaca-se, de forma especial, o papel do humor nas experiências das crianças durante os diálogos filosóficos.
Downloads
Referências
Arvio, M., & Bjelogrlic‐Laakso, N. (2021). Screening of dementia indicating signs in adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34(6), 1463–1467. https://doi.org/10.1111/jar.12888
Bryman, A. (2008). Social research methods (3rd ed.). Oxford University Press.
Cassidy, C., Christie, D., Marwick, H., Deeney, L., McLean, G., & Rogers, K. (2017a). Fostering citizenship in marginalised children through participation in community of philosophical inquiry. Education, Citizenship and Social Justice, 13(2), 120–132. https://doi.org/10.1177/1746197917700151
Cassidy, C., Marwick, H., Deeney, L., & McLean, G. (2017b). Philosophy with children, self-regulation and engaged participation for children with emotional behavioural and social communication needs. Emotional and Behavioural Difficulties. https://doi.org/10.1080/13632752.2017.1388654
Colom, R., Moriyón, F. G., Magro, C., & Morilla, E. (2014). The long-term impact of philosophy for children: A longitudinal study (Preliminary Results). Analytical Teaching and Philosophical Praxis, 35(1), 50–56.
Danielsson, H., Zottarel, V., Palmqvist, L., & Lanfranchi, S. (2015). The effectiveness of working memory training with individuals with intellectual disabilities - a meta-analytic review. Frontiers in Psychology, 17(6), 1230. https://doi.org/10.3389/fpsyg.2015.01230.
Djordjevic, M., Glumbić, N., & Memisevic, H. (2020). Socialization in adults with intellectual disability: The effects of gender, mental illness, setting type, and level of intellectual disability. Journal of Mental Health Research in Intellectual Disabilities, 13(4), 364–383. https://doi.org/10.1080/19315864.2020.1815914
Gardelli, V., Backman, Y., Gardelli, Å., & Franklin, A. (2023). “You talk and try to think, together” – A case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues. childhood & philosophy, 19, 1–28. https://doi.org/10.12957/childphilo.2023.70493
Gorard, S., Siddiqui, N., & See, B. H. (2015). Philosophy for children (pp. 1–45). Education Endowment Foundation.
Gudelytė, U., Ruškus, J., & McCrea, K. T. (2024). “Help me to decide”: A study of human rights-based supported decision making with persons with intellectual disabilities. American Journal of Orthopsychiatry. https://doi.org/10.1037/ort0000724
Göransson, K., & Klang, N. (2021). Lärares uppfattningar om skola och undervisning för
elever som läser enligt grund- och gymnasiesärskolans kursplaner. In K. Göransson, K. Szönyi & M. Tideman (Eds.), Utbildning och undervisning i särskolan – forskningsinsikter möter lärar- och eleverfarenheter (pp. 32–59). Natur & Kultur.
Kvale, S., & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun (2nd ed.). Studentlitteratur.
Lee, J. Y., Patel, M., & Scior, K. (2023). Self‐esteem and its relationship with depression and anxiety in adults with intellectual disabilities: A systematic literature review. Journal of Intellectual Disability Research, 67(6), 499–518. https://doi.org/10.1111/jir.13025
Lewis, J. (2009). Redefining qualitative methods: Believability in the fifth moment. International Journal of Qualitative Methods, 8(2), 1–15.
Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom (2nd ed.). Temple University Press.
Mahoney, W., Blaskowitz, M., & Johnson, K. (2021). Occupational therapy-related assessments for adults with intellectual disability: A scoping review. American Journal of Occupational Therapy, 75(3). https://doi.org/10.5014/ajot.2021.046342
Murphy, K., Wilkinson, I., Soter, A., Hennessey, M., & Alexander, J. (2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740–764.
Ohlsson, R., & Sigge, K. (2013). Den barnsliga relativismen: intellektuell dygd eller lättja? Carlsson.
Pucci, V., La Face, A., Gasteiger‐Klicpera, B., & Mondini, S. (2024). Cognitive reserve proxies for individuals with intellectual developmental disability: A scoping review. Journal of Applied Research in Intellectual Disabilities, 37(2), e13204. https://doi.org/10.1111/jar.13204
Statistics Sweden. (2015). Valdeltagande bland personer med funktionsnedsättning. Statistikmyndigheten SCB. https://www.scb.se/hitta-statistik/statistik-efter-amne/demokrati/allmanna-val/allmanna-val-valdeltagandeundersokningen/pong/publikationer/valdeltagande-bland-personer-med-funktionsnedsattning/
Strömberg, C., & Gardelli, T. (2012, March). Cultural integration in philosophical dialogue. Paper presented at NERA 2012, the 40th Annual Congress of the Nordic Educational Research Association (NERA 2012), Copenhagen, Denmark.
Swedish Curriculum for the Schools of Pupils with ID. (2024). Skolverket. https://www.skolverket.se/getFile?file=13075
Swedish National Agency of Education (2023a). Elever i grundsärskolan: Läsåret 2022/23. https://www.skolverket.se/publikationer?id=11309
Swedish National Agency of Education. (2023b). Mottagande i anpassade grundskolan
och anpassade gymnasieskolan – Kommentarer till Skolverkets allmänna råd om mottagande i anpassade grundskolan och anpassade gymnasieskolan samt om urval till anpassade gymnasieskolans nationella program. https://www.skolverket.se/publikationer?id=12222
Swedish National Agency of Education. (2023c). Sysselsättning efter avslutad anpassad gymnasieskola – sysselsättning hösten 2020 och 2021. https://www.skolverket.se/publikationer?id=12281
Trickey, S., & Topping, K. J. (2004). Philosophy for children: A systematic review. Research Papers in Education, 19(3), 365–380. https://doi.org/10.1080/0267152042000248016
United Nations. (1989). The Convention on the Rights of the Child. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
United Nations. (1946). Article 26 of the UN declaration of human rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights
United Nations. (2006). The Convention of the Rights of Persons With Disabilities: Article 12. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-12-equal-recognition-before-the-law.html
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. https://doi.org/10.1111/j.1467-9752.2011.00801.x
Walker, V. L., & Snell, M. E. (2013). Effects of augmentative and alternative communication on challenging behavior: A meta-analysis. Augmentative and Alternative Communication, 29(2), 117–131. https://doi.org/10.3109/07434618.2013.785020
Williams, K., Jacoby, P., Whitehouse, A., Kim, R., Epstein, A., Murphy, N., Reid, S., Leonard, H., Reddihough, D., & Downs, J. (2021). Functioning, participation, and quality of life in children with intellectual disability: An observational study. Developmental Medicine & Child Neurology, 63(1), 89–96. https://doi.org/10.1111/dmcn.14657
World Health Organization. (1993). The ICD-10 classification of mental and behavioural disorders. World Health Organization.
Yan, S., Walters, L. M., Wang, Z., & Wang, C. (2018). Meta-analysis of the effectiveness of philosophy for children programs on students’ cognitive outcomes. Analytic Teaching and Philosophical Praxis, 39(1), 13–33.
