the trajectories of pedagogical philosophizing in finland
overcoming the institutional boundaries between education and philosophy
DOI:
https://doi.org/10.12957/childphilo.2025.89503Palavras-chave:
finlândia, filosofar pedagogicamente (PePhi), fp/cc (filosofia para/com crianças), ensino na sala de aula, ensino de disciplinas, deweyResumo
O primeiro objetivo deste artigo é apresentar uma visão geral da história do campo finlandês da filosofia com crianças, descrevendo como essas ideias cruzaram as fronteiras da Finlândia por diferentes caminhos e em diferentes épocas. Além disso, apresento uma visão geral sinóptica da situação atual na Finlândia. Em segundo lugar, examinarei a divisão no sistema escolar finlandês entre o ensino regente no Ensino Fundamental e o ensino de disciplinas no Ensino Médio. Essa linha divisória tem impedido o reconhecimento do potencial de filosofar com crianças e jovens nas escolas. Essa distinção se faz evidente no fato de que os professores regentes se sentem inseguros quanto à sua competência filosófica, enquanto os professores de disciplinas, embora tenham uma sólida formação disciplinar em filosofia, sentem-se inadequados em suas habilidades educacionais e de interação dialógica. Em terceiro lugar, inspirado por John Dewey, justifico por que essa fronteira entre educação e filosofia, por assim dizer, deve ser entendida como artificial. A partir de uma perspectiva deweyana, também argumento que a prática de filosofar pedagogicamente pode ser considerada uma prática fundamental na chamada reconstrução pedagógica da filosofia, seja no ensino regente ou no ensino de disciplinas. Por fim, concluo com sugestões de como a abordagem da comunidade de investigação filosófica poderia melhorar a formação (acadêmica) dos professores e beneficiar tanto as competências básicas dos professores quanto suas capacidades de praticar um filosofar pedagógico nas escolas.
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