argue as i say not as i do…
when the french laic school teachers hush a muslim student girl’s voice
DOI:
https://doi.org/10.12957/childphilo.2026.93049Palavras-chave:
filosofia educacional, análise da interação, religião e estado, cultura, inclusão social, emoçõesResumo
Uma competência profissional fundamental na liderança de uma Comunidade de Inquérito Filosófico (CPI) é a capacidade de apoiar os alunos no desenvolvimento de contributos que abram novas linhas de raciocínio, ou kairos. No entanto, numa CPI sobre o destino numa escola secundária francesa, quando uma rapariga muçulmana tenta articular a sua crença em Deus com a agência humana, esse kairos parece inaudível para os dois instrutores, um dos quais chega mesmo a interromper a discussão por esta se tornar demasiado metafísica. Através de um estudo de caso aprofundado desse diálogo, com base na análise de conversas institucionais, da linguística interacional e em estudos de argumentação, analisamos a forma como o seu contributo é posto de lado, descrevendo com precisão essa oportunidade perdida nos planos social, cognitivo e emocional. Exploramos hipóteses sobre a razão pela qual os professores-facilitadores não dão ao seu argumento a atenção que ele merece. Com base na informação contextual relevante, a nossa interpretação é que as múltiplas camadas de conflitos culturais que ocorrem aos níveis micro, meso e macro restringem aqui a investigação filosófica. Definimos construções culturais e efetuámos as nossas análises linguísticas e multimodais na sessão de CPI gravada em vídeo e na transcrição correspondente. Finalmente, afastamo-nos da presente análise do diálogo para discutir o efeito a longo prazo deste tipo de oportunidades perdidas, uma vez que podem criar barreiras à educação multicultural inclusiva.
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