what we almost said

on the lost conversations in the digital era

Autores

DOI:

https://doi.org/10.12957/childphilo.2025.92020

Palavras-chave:

hineni, infância digital, solitude compartilhada, responsabilidade ética, lévinas

Resumo

Este ensaio filosófico normativo reflete sobre o apelo silencioso da criança para ser vista — um apelo muitas vezes deixado sem resposta na quietude da vida digital em sociedades relativamente prósperas. O trabalho combina fragmentos narrativos. Baseando-se na palavra hebraica hineni — “Aqui estou” — e na filosofia de Emmanuel Lévinas, situada na tradição da filosofia para crianças (FpC), a pesquisa explora como as crianças de hoje habitam o que chamo de solidão compartilhada: fisicamente próximas, mas invisíveis; cercadas, mas intocadas pela presença real. Por meio de fragmentos narrativos e de uma reflexão ética, o ensaio explora como o sentimento de pertencimento pode começar com um olhar, um gesto ou um momento de sintonia que sussurra: “Eu vejo você”. Sem oferecer soluções, ele se mantém hesitante e ambíguo, e questiona se ainda somos capazes de olhar com abertura e cuidado. Matthew Lipman descreve o anseio filosófico da criança como um desejo silencioso não apenas por respostas, mas também por diálogo, reconhecimento e significado compartilhado. A noção de David Kennedy de habitar com a criança aprofunda essa postura, sugerindo que permanecer por perto em momentos de incerteza pode ser, por si só, uma forma de resposta ética. Em vez de diagnosticar ou prescrever, o ensaio permanece no espaço entre a presença e a ausência, convidando à reflexão sobre como crianças e adultos podem se encontrar — às vezes quase, às vezes de forma imperfeita, mas talvez ainda assim significativa, de maneiras que permanecem frágeis e verdadeiras.

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Biografia do Autor

gila hammer furnes, NLA University College

Gila Hammer Furnes is an associate professor at NLA University College in Norway. With a background in education and pedagogy, she has led and taught courses on leadership in development processes, communication, Bildung for students and teachers, teacher professional development, and digital literacy. Her teaching is grounded in adult learning theory, emphasizing critical thinking and reflexive practice—particularly in how leadership influences learning and change.

Since 2018, Furnes has delivered school and pre-school development initiatives in partnership with the Barnevakten Foundation. Her lectures—tailored for educators, school leaders, health professionals, child protection services, students, and parents—focus on children's media use and promoting digital literacy in educational settings. She also contributes to the ongoing development of these educational modules.

At NLA, she leads the research group Children with High and Extraordinary Learning Potential, and has published work on the learning conditions of this student population. Her research and practice center on how leadership training can enhance the professional growth of both educators and leaders.

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Publicado

2025-11-30

Edição

Seção

artigos