philosophy as the way forward
exploring primary school teachers experiences of p4c in greece
DOI:
https://doi.org/10.12957/childphilo.2025.90318Palavras-chave:
filosofia para crianças (FpC), educação primária, perspectivas dos professores/as, pesquisa qualitativa, pesquisa de professoresResumo
A Filosofia para Crianças (FpC) é um movimento educacional implementado em centenas de escolas em todo o mundo; no entanto, poucas pesquisas foram realizadas na Grécia. Este estudo explora as experiências dos professores do Ensino Fundamental em relação a: (a) a filosofia no ensino fundamental e as habilidades filosóficas das crianças; (b) os benefícios propostos das discussões filosóficas para as crianças; (c) os desafios que os professores e as crianças enfrentam durante o FpC; e (d) as práticas dos professores na educação filosófica. Foi implementado um projeto de métodos mistos. Este artigo apresenta os resultados qualitativos obtidos por meio de entrevistas semiestruturadas com (N=10) professores do FpC. Uma análise temática foi aplicada para interpretar os dados. Os resultados confirmam a importância da filosofia no Ensino Fundamental. Os professores endossaram, de forma homogênea, o impacto positivo da FpC no gosto das crianças pelas aulas. Os principais temas identificados incluíram o aprimoramento das habilidades de pensamento de ordem superior (HOTS), o bem-estar emocional e as habilidades democráticas das crianças. Os professores relataram desafios para lidar com seu nervosismo inicial, lidar com os limites das crianças e com a dinâmica da sala de aula. Percebeu-se que os alunos enfrentam desafios na formulação de perguntas, na permanência no tópico e na autoexpressão. Os professores enfatizaram que a FpC contribuiu de maneira positiva em seu desenvolvimento profissional, promovendo habilidades entre currículos e transferência de estratégias de ensino.
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